RAVEN'S STANDARD PROGRESSIVE MATRICES (RSFM)

OBJECTIVE:
To measure eductive component of “g” as defined in Spearman’s Two Factor theory using
Raven’s Standard Progressive Matrices.
BASIC CONCEPT
Intelligence
Oxford Dictionary explains intelligence as the power of perceiving, learning, understanding
and knowing.
Binet defined intelligence as the ability to understand well, reason well and judge well.
According to Weschler, intelligence can be defined as the global and aggregate capacity of
an individual to think rationally, act purposefully and to deal effectively with his environment.
Gardner and Sternberg have suggested that an intelligent individual not only adapts to
the environment but also actively shapes it.
According to Robert Sternberg, Intelligence is the ability to adapt, to shape and to select
environment to accomplish one's goals and those of one’s society and culture. The psychometric
approaches express the individual’s performance in terms of a single index of cognitive abilities.
On the other hand imformation processing approach describes the processes people use in
intellectual reasoning and problem solving.
SPEARMAN’S TWO FACTOR THEORY OF INTELLIGENCE
In 1927, a British psychologist, Charles Spearman proposed a two factor theory of
intelligence. According to him, intelligence consisted of a general factor ( g-factor) and specific
factors(s factor). The g factor includes mental operations which are primary and common to
all performances. S factor refers to specific abilities that help an individual to excel in specific
fields, for example—singers, scientists and athletes.
TYPES OF INTELLIGENCE TESTS
I. On the basis of administration
Individual Group
It can be administered to one person at a time It can be administered to several,
people simultaneously
It requires the test administrator to establish a Group tests do not allow such
rapport with the subject and be sensitive to his/ opportunity to be familiar with
her feelings, moods and expressions during the subjects feelings.
testing session.
It allows people to answer orally or in written
Group tests generally seek
form or manipulate objects as per the tester's written answers usually in a
instructions. multiple choice format
Eg. Weschler Adult Intelligence Scale Eg. Ravens Standard Progressive
Matrices
II. On the basis of nature of items used
Verbal Non Verbal Performance
It requires subjects to give The nonverbal teste use It requires subjects to
verbal responses either pictures or illustrations as manipulate objects and
orally or in a written form. test items. other materials to perform
a task.
It can be administered only It can be administered to It can be administered to
to literate people. both literate and non both literate and illiterate.
literate.
Cultural bias Culture fair Culture fair
Eg. Group test of Eg. Army Beta P Koh’s Block Design
intelligence by Prayag
Mehata

Culture Bias Test Culture Fair Test

Show bias to the culture in which they The test which does not discriminate
are developed. against individuals belonging to different
cultures.
Norms are developed for a particular It can be applied equally meaningfully in
culture. in all cultures.
It mostly uses language in constructing It does not require language in item
construction.
test items.
Eg. Koh’s Block Design
Eg. Tests developed in America and
Europe represent urban and middle class
cultural ethos
METHOD
Preliminary Information
Name
Date of Birth
Age
Sex
Class
Date of conduction
Place of conduction
Testing Material
RSPM Test Booklet, RSPM Answer Sheet, RSPM Manual, RSPM Scoring key, Pencil,
Eraser,
DESCRIPTION OF THE TEST
The Raven’s Standard Progressive Matrices test was developed by J Raven, J.C. Raven
and H. C. Court. It consists of 60 non verbal items divided into 5 sets A, B, C, D, E each
comprising of 12 problems. The test was constructed to measure the eductive component of g,
as defined in Spearman's theory of intelligence. The problems are simple in the beginning and
become more and more difficult as one proceeds towards the last item.
Procedure
Rapport formation
The subject was called to the psychology and was made to sit comfortably. A friendly
conversation was held by asking her about her schooling, her parents, friends and her interests
in general. When the subject felt at ease, she was asked if she was ready for the test to begin.
After an affirmative answer from her, she was given the following instructions.
Instructions
(i) Here is a test booklet and a separate answer sheet on which you will record your
answers.
(ii) Please ensure that you do not write anything on the test booklet.
(iii) Please enter the required information i.e. Name, Age etc. in the answer sheet.
(iv) Now open the first page of the test booklet to find problem A1. Now locate the column
of the numbers 1 to 12 under the heading Set A on your answer sheet.
(v) Now look at problem A1. The upper portion of the page has a pattern with a piece
cut out of it. Select the one piece from the six options given below the pattern that
you think is right as it fits into the pattern. What would be the answer? (wait for the
subject to respond) Number 4 as you said is the right piece, so the answer is number
4. You will now write 4 next to the number 1 under the heading set A on the answer
sheet.
(vi) Similarly on every page of the booklet, there is a pattern with a portion missing. You
have to choose the right piece out of the options given below the pattern. Immediately
after deciding on the right option, you must write the option number next to the item
number on the answer sheet.
(vii) The problems are simple in the beginning and get harder as you progress. Attempt
all problems. If you are not sure about a particular answer you may make a guess but
don’t leave any item unanswered.
(viii) Make sure that you record the answers in the right column of the answer sheet.
(ix) There is no time limit but try to finish as soon as possible.
Precautions
1. The room should be well lit and well ventilated.
2. There should not be any noise in the room.
3. The seating arrangement should be comfortable.
4. There is no time limit.
5. Instructions should be made clear to the subject.
6. No item should be left unanswered.
7. Proper rapport should be established before starting the practical.
Test Administration
The subject was called to the psychology lab. After the rapport was established, instructions
were given and the test material was provided to her. After she completed the test, her answer
sheet was taken for scoring.
Verbal Report
As given by the subject
Behavioural observation
Your observation of the subject
Scoring
Scoring is done by hand, with the help of a scoring key. Right answers are given 1 mark
and wrong answers are given zero. Then all the marks for each column are added. Thereafter,
a single score is obtained by adding the total scores of the five columns. The percentile score
ami grade corresponding to this are noted down from the manual for analysis.
Discrepancy score
The difference between the score a person obtains on each set and that normally expected
for his total score is called the discrepancy score shown numerically as 0, –1, +2, –2, +1. If a
person's score on one of the sets deviates by more than 2, his total score on the scale cannot
be expected at its face value as a consistent estimate of his general capacity for intellectual
activity. However for general purposes the total score appears to be relatively valid even when
discrepancies of more than 2 points occur in the break up.
RESULTS
Discrepancy scores
Sets A B C D E Total Score
Actual
Expected
Discrepancy

Raw Score Percentile Grade Interpretation

ANALYSIS AND INTERPRETATION

The raw score obtained by the subject was ______ and her score on five sets A, B, C, D and E
was______, ______, _______ and _______ respectively. The discrepancies corresponding to raw
scores came out to be _____, _____, _____, _____ and ______ respectively. Since the
discrepancies are not deviating from +2, -2, the scores are accepted to be valid measures of
a person’s general intellectual capacity. (Even if discrepancies of more than 2 points occur
in the break up, for general purposes the total score can be taken as relatively valid)
The subject obtained a percentile score of _______, corresponding to grade _____. This
implies that she has _______ capacity to forge new insights and to discern meaning in confusion.
She has _______ ability to perceive and identify relationships. Her ability to generate new,
largely non-verbal concepts, which make it possible to think, clearly is also ______. This shows
her______ capacity to think clearly.
CONCLUSIONS
My subject has obtained a percentile score of ______, corresponding to grade______, which
implies that she is intellectually.

DAVID’S BATTERY OF DIFFERENTIAL ABILITIES

PROBLEM
To assess the aptitude of the subject in different areas using David’s Battery of differential
abilities
BASIC CONCEPTS
Define Aptitude
Differentiate between aptitude, intelligence and achievement.
Refer to manual to write the different areas of aptitude.
METHODOLOGY
Description of the test (including description of mental abilities, reliability and validity)
PROCEDURE
Materials required
Subject details
Rapport formation
Instructions (first person)
Precautions
Conduction of the test
Behavioural note
Introspective report
Data (includes the answer-sheet for all the tests, psychomotor ability and the profile sheet)
RESULT TABLE

Raw
Dimension Score Sten Score Interpretation

1. VA 13 7 Average

2. RA 8 8 High

3. NA 14 9 High

4. PM 36 8 High

Data analysis and Interpretation (based on 8 mental abilities)

1. Verbal Ability : Raw Score = 13
Sten Score = 7
The subject has average verbal ability. It means her teachability in vocabulary
development, new language and verbal instructions is functioning of average level.
2. Numerical Ability : Raw Score = 14
Sten Score = 9
Subject has high ability on numerical operations. These is accuracy in performance and
well in processing data.
3. Reasoning Ability : Raw Score = 8
Sten Score = 8
Subject’s potential is extremely high in understanding relationships and has high ability to
apply induction and reasoning. Subject can do well in table involving reasoning, logical
thinking, programming and engineering.
4. Psychomotor Ability : Raw Score = 36
Sten Score = 8
 Subject can perform accurately under speed the psychomotor functioning. Subject is
excellent in doing manual tasks and can be successful in assembling work.
CONCLUSION
Conclusion: Subject has average verbal ability but high numerical, reasoning and
extremely high psychomotor ability.

MAUDSLEY PERSONALITY INVENTORY

PROBLEM: To assess the personality of the subject using Eysenck’s Maudsley Personality
Inventory.
BASIC CONCEPTS
Define Personality
Explain all the trait theories
Techniques of personality assessment
METHODOLOGY
Description of the test (including description of dimensions, reliability and validity)
PROCEDURE
Materials required
Subject details
Rapport formation
Instructions (first person)
Precautions
Conduction of the test
Behavioural note
Introspective report
Data (includes the response sheet and the profile sheet)
(Neuroticism) RAW SCORE = 39 Converted Score = 9
(Extraversion) RAW SCORE = 39 Converted Score = 9
Data Analysis and Interpretation (based on 2 dimensions and profile sheet)
(i) Introversion vs. Extraversion
The subject has a raw score of 39 in extraversion, which corresponds to sten score of 9.
This means that the subject is high on the scale and is an extrovert.
(ii) Stability vs. Neuroticism
The subject has a raw score of 39 in neuroticism which corresponds to a sten score of 9.
This means that the subject is high on the scale and has neurotic tendencies.
CONCLUSION
The subject is highly extrovert having high neurotic tendencies.

TITLE: ADJUSTMENT INVENTORY FOR SCHOOL STUDENTS (AISS)

PROBLEM/OBJECTIVE: To measure the adjustment pattern of an individual using a
standardized test of adjustment for school students by A.K.P. Sinha and R.P. Singh.
BASIC CONCEPT
The concept of adjustment has originated from the term ‘Adaptation’. Adjustment is a
psychological process where an individual copes and responds to his environment operational
definition of the world adjustment signifies that if the individual masters or deals with the
demand made upon him by his inner or outer environment, the person is said to be adjusted.
An individual makes efforts to deal with environmental biological, physical, social, internal
and external demands. Adjustment is the outcome of such efforts.
CHARACTERISTICS OF ADJUSTMENT
Adjustment is subjective:

Values, prejudices, attitudes, social norms etc. make adjustments—A subjective process
which is known only to the person who is adjusting.
Adjustment is a continuous process:
This is a process that continues throughout the various stresses and strains of life.
Adjustment varies from culture to culture.
A person, who is considered to be well-adjusted in a particular society with a particular
cultural background, may not be considered the same in another culture.
In the present test, adjustment is being measured in three different areas:
(a) Social:
Man lives in a society and needs to be accepted by it. He has to follow norms and rules of
the society to be well-adjusted. He has to seek approval of the society for any activity, social
adjustment in school could involve coping with pressure exerted by the peer group, accepted by
the group, good inter-personal relationship with members of the opposite sex, etc.
(b) Emotional:
An individual is emotionally adjusted if he is happy with himself who realizes his own
potential, stress and is happy with what he has achieved can be said to be emotionally well-
adjusted.
(c) Educational:
An educationally well-adjusted person is one who has ability to think and to innovate. An
individual who is contented with what he achieves academically can be called educationally
well adjusted.
METHODOLOGY, HISTORY AND DESCRIPTION
Adjustment inventory for school students (AISS) seeks to segregate well-adjusted secondary
students (age 13-18) in three areas of adjustment.
— Social
— Emotional
— Educational
The test consists of sixty items where subject is required to answer in terms of ‘yes’ or ‘no’.
Each item in the test is scored as per instructions given in the manual. High score on any area
is treated as a sign of maladjustment.
Reliability:
Split Half Method—95
Test-Retest Method—93
Procedure materials Required
AISS inventory, AISS response sheet, scoring sheet and pencil.
Preliminaries ———————————
Rapport Formation
Instructions:
Following are some questions covering your problems, which have two response alternatives
‘yes’ and ‘no’. Read every question carefully and decide whether you want to answer it with
‘Yes’ or ‘No.’ If your answer is in ‘Yes’, then mark (Y) under ‘yes’ and if ‘No’ mark (N) in the cell ( )
under ‘No’. Remember your answer will not be total to any person, so please give the correct
answer without hesitation you may take your own time, but try to finish as soon as possible.
Administration and Scoring/Conduction:
The AISS inventory was given to the subject and was completed within 20 minutes by
marking. The total score was interpreted according to the categories against the range of
scores.
Behavioural Report
Introspective Report ———————————
Data
Total Score : 15
Social : 4 Good
Emotional : 6 Average
Educational : 5 Average
Interpretation:
The AISS manual was used to assess the adjustment of the subject on the following three
areas:
• Social
• Emotional
• Educational
The subject has attained a total score of 15 in the following 3 areas:
Social:
The subject got a raw score of 4 indicating category B. Thus the adjustment of the subject
in this area is good.
This can be ascertained by the subject’s response to the following questions:
— Do you avoid meeting your classmates?
— Are you a shy nature?
— Are you able to get friendly with everyone easily?
Emotional:
The subject got a raw score of 6 indicating category C. Thus the adjustment of the subject in
this area is average. This can be ascertained by the subject’s response to the following
question:
— Are you always afraid of something in your school?
— Do you angry classmates who you think better than you?
— Are your often dissatisfied with your school?
Educational:
The subject got a raw score of 5 indicating category C. Thus, the adjustment of the subject
in this area is average. This can be ascertained by the subject’s response to the following
questions:
— Are you afraid of examination?
— Do you forget soon what you have read?
CONCLUSION
The subject’s adjustment is good in social area, average in emotional area and average in
educational area.
Or, the whole adjustment level of the subject is functioning at average level.
 ANXIETY TEST
SCAT

Objective: To assess the anxiety level of the subject using Sinha’s Comprehensive Anxiety
Test (SCAT).
Basic Concept: Anxiety is increased arousal accompanied by feeling of fear and apprehension.
If such feelings persist for a long period of time, they can produce harmful effect. It is a
general uneasiness of ominous feeling that may get associated with anything specific and
persist for a month or longer. In Freudian theory, anxiety is unpleasant feeling of tension
experienced by individuals in reaction to unacceptable wishes or impulses.
According to Freud, there are three types of anxieties.
Neurotic: Which is due to Id, Ego conflict.
Moral: Due to conflict of Id and Super ego.
Objective Anxiety: Due to real external threat.
History/Description:
A.K.P.
found that Sinha
existingand L.N.K.
anxiety Sinha
test does not cover certain facts of anxiety. There also was a good
deal of agreement and confusion concerning concepts of anxiety. This test has been
designed to elicit self-rating on items descriptive of anxiety reactions to following areas:

1. Health apprehension and injury.

2. Area of ambition (Success or failure in work).
3. Family anxiety.
4. Anxiety involving love and friendship.
5. Worries regarding future.
6. Worries regarding civilization, wars, virtues.
7. Guilt and share.
8. Physiological and physical manifestations.
9. Psychological aspects.
The test consists of 90 Yes/No type questions. It can be administered on people of 19-24
years of age. The administration time for test is approximately 15-20 minutes.
Realibility: Test-Retest Method (0.85)
Validity: Between SCAT and Taylor’s Manifest Anxiety Scale is 0.62.
Requirement: Questionnaire, Manual, Pen.
Preliminaries
Name :
Age :
Sex :
Class/Education Qualification : Class XII
:
Place of Conduction Psychology Lab
RAPPORT FORMATION
The subject was made to feel at ease with the lab conditions so he/she could carry out the
experiment without hesitation.
Instruction:
This is a SCAT booklet consisting of 3 pages with some statements concerned with your
behaviour and temperament. Against each question there are two options ‘Yes’ and ‘No’. You
have to read the question and put your views by making a cross (×) on either Yes or No.
Administration:
The SCAT booklet was given to the subject which included questions of behaviour and
temperament with options ‘Yes’ and ‘No’. The subject was asked to put his views by making a
cross (×) on either ‘Yes’ or ‘No’.
PRECAUTION
1. Subject shouldn’t skip questions.
2. No time-limit but try not to exceed more than 15-20 minutes.
Behavioural Report

I observed that the subject-participated in the experiment willingly. He/She was

concentrating while attempting the questions and finished the test in time.
Introspective Report
‘The test was really good, the questions involved good aspects, it was very interesting’, said
the subject about the experiment.

Pages 2 3 4 Total

Raw Scores 5 5 7 17

Percentile : 30-40
Category : BETWEEN NORMAL AND LOW ANXIETY LEVEL
Data Analysis : On left page
Data Interpretation
The subject was found to have anxiety between normal and low anxiety level. The percentile
was between 30-40.
The subject has normal anxiety level in general. He/She doesn’t get anxious in day-to-day
activities. He/She doesn’t get hassled with daily situations.
But as the percentile is between low and normal anxiety level so for but in some situations
he/she may need some kind of motivation for arousal. He/She may be indifferent to some
situations that would otherwise be anxiety-provoking.
CONCLUSION

The subject was found to have anxiety between normal and low anxiety level.
 Case Studies
CASE STUDY METHOD
Case studies are in-depth investigations of a single person, group, event or community.
Typically data are gathered from a variety of sources and by using several different
methods (e.g. observations & interviews).
The case study research method originated in clinical medicine (the case history, i.e. the
patient’s personal history).
The case study method often involves simply observing what happens to, or reconstructing
‘the case history’ of a single participant or group of individuals (such as a school class or
a specific social group), i.e. the idiographic approach. Case studies allow a researcher to
investigate a topic in far more detail than might be possible if they were trying to deal with a
large number of research participants (nomothetic approach) with the aim of ‘averaging’.
The case study is not itself a research method, but researchers select methods of data
collection and analysis that will generate material suitable for case studies such as qualitative
techniques (semi-structured interviews, participant observation, diaries), personal notes
(e.g. letters, photographs, notes) or official document (e.g. case notes, clinical notes, appraisal
reports).
The data collected can be analyzed using different theories (e.g. grounded theory,
interpretative phenomenological analysis, text interpretation (e.g. thematic coding) etc. All
the approaches mentioned here use preconceived categories in the analysis and they are
ideographic in their approach, i.e. they focus on the individual case without reference to a
comparison group.
Case studies are widely used in psychology and amongst the best known were the ones
carried out by Sigmund Freud. He conducted very detailed investigations into the private lives
of his patients in an attempt to both understand and help them overcome their illnesses.
Freud’s most famous case studies include Little Hans (1909a) and The Rat Man (1909b).
Even today case histories are one of the main methods of investigation in abnormal psychology
and psychiatry. For students of these disciplines they can give a vivid insight into what those
who suffer from mental illness often have to endure.
Case studies are often conducted in clinical medicine and involve collecting and reporting
descriptive information about a particular person or specific environment, such as a school.
In psychology, case studies are often confined to the study of a particular individual. The
information is mainly biographical and relates to events in the individual's past (i.e.
retrospective), as well as to significant events which are currently occurring in his or her
everyday life.
In order to produce a fairly detailed and comprehensive profile of the person, the psychologist
may use various types of accessible data, such as medical records, employer's reports, school
reports or psychological test results. The interview is also an extremely effective procedure for
obtaining information about an individual, and it may be used to collect comments from the
person's friends, parents, employer, workmates and others who have a good knowledge of the
person, as well as to obtain facts from the person him or herself.
This makes it clear that the case study is a method that should only be used by a psychologist,
therapist or psychiatrist, i.e. someone with a professional qualification. There is an ethical
issue of competence. Only someone qualified to diagnose and treat a person can conduct a
formal case study relating to atypical (i.e. abnormal) behaviour or atypical development.
The procedure used in a case study means that the researcher provides a description of
the behavior. This comes from interviews and other sources, such as observation. The client
also reports detail of events from his or her point of view. The researcher then writes up the
information from both sources above as the case study, and interprets the information.
Interpreting the information means the researcher decides what to include or leave out.
A good case study should always make clear which information is factual description and
which is inference or the opinion of the researcher.
Strengths of Case Studies
• Provides detailed (rich qualitative) information
• Provides insight for further research
• Permitting investigation of otherwise impractical (or unethical) situations
Case Studies give psychological researchers the possibility to investigate cases, which
could not possibly be engineered in research laboratories. For example, the Money Case Study.
Case studies are often used in exploratory research. They can help us generate new ideas
(that might be tested by other methods). They are an important way of illustrating theories
and can help show how different aspects of a person’s life are related to each other. The method
is therefore important for psychologists who adopt a holistic point of view (i.e. humanistic
psychologists).
Limitations of Case Studies
• Can’t generalize the results to the wider population
• Researchers own subjective feeling may influence the case study (researcher bias)
• difficult to replicate
• Time consuming
Because a case study deals with only one person/event/group we can never be sure whether
conclusions drawn from this particular case apply elsewhere. The results of the study are
not generalizable because we can never know whether the case we have investigated is
representative of the wider body of "similar" instances
Because they are based on the analysis of qualitative (i.e. descriptive) data a lot depends
on the interpretation the psychologist places on the information she has acquired. This means
that there is a lot of scope for observer bias and it could be that the subjective opinions of the
psychologist intrude in the assessment of what the data means.

CASE PROFILE
Suggested format by CBSE
1. Introduction:
• A brief introduction of about one or two pages presenting the nature of the problem,
its incidence, likely causes, and possible counselling outcomes.
• A half page (brief) summary of the case.
2. Identification of Data:
• Name (may be fictitious)
• Diagnoses Problem
• Voluntary or Referral (i.e., by whom referred—such as teacher, parent, sibling, etc.)
3. Case History:
• A paragraph giving age, gender, school attended, class (grade) presently enrolled in,
etc.
• Information about socio-economic status (SES) consisting of information about
mother’s/father’s education and occupation, family income, house type, number of
members in the family—brothers, sisters and their birth order, adjustment in the
family, etc.
• Information about physical health, physical characteristics (e.g., height and weight),
any disability/illness (in the past and present), etc.
• Any professional help taken (past and present), giving a brief history of the problem,
attitude towards counselling (indicating the motivation to seek help, etc.).
• Recording signs ( i.e., what is observed in terms of facial expressions, mannerisms,
etc.) and symptoms (i.e., what the subject reports, for example, fears, worry, tension,
sleeplessness, etc.).
4. Concluding Comments.

ABOUT THE DISORDER

INTRODUCTION
Aspeger’s syndrome is an autism spectrum disorder named after the Austrian pediatrician
Hans Asperger who, in 1944, studied and described Asperger’s syndrome as a form of autism,
which is a lifelong disability that affects how a person makes sense of the world, processes
information and relates to other people. The modern conception of Asperger’s syndrome came
into existence in 1981 and was standardized as a diagnosis in the early 1990’s.
SYMPTOMS
Asperger’s syndrome is characterized by significant difficulties in social interaction and
non-verbal communication, alongside restricted and repetitive patterns of behavior and
interests. It differs from other autism spectrum disorders but its relative preservation of
linguistic and cognitive development. While there are similarities with autism, people with
Asperger’s syndrome also have fewer problems with speaking and one often of average, or
above average, intelligence.
Although not required for diagnosis, physical clumsiness and atypical (peculiar, odd) use
of language are frequently reported. Asperger’s syndrome is mostly‘a hidden disability.’ This
means that you can’t tell that someone has the condition from their outward appearance.
People with the condition have difficulties in three main areas (which varies from person to
person) referred to as ‘the triad of impairments’. They are:
1. Social communication
2. Social interaction
3. Social imagination
Individuals with Aspergers syndrome appear to have normal life expectancy, but have an
increased prevalence of combined (relating to or denoting a medical condition that co-occurs
with another) psychiatric conditions, such as major depressive disorder and anxiety disorder
that may significantly affect prognosis’.
RESEARCH METHOD Collecting Data

Data collection requires developing a blueprint (research design) and making decisions
about the following four aspects
 Participants of study – Subject and special educator
Data collection Method – Case study
Research Tools – Observation Schedule: (subject)
(Data collection)
()i Naturalistic observation
( ii ) () aparticipant observation
() bnon-participant observation interview schedule (educator)
DATA COLLECTION PROCEDURE-INDIVIDUAL
Case Study
In this method, emphasis is given on in-depth study of a particular case (Researchers focus
on cases which can provide critical information or new learning on less understood
phenomena). The case study was of individual with distinguishing characteristics. (Showing
a psychological disorder).
The case selected for study is unique, and therefore is rich in information. A case study
provides narrative or detailed description of the events that take place in a person’s life. It
employs multiple methods for collecting information, such as interview and observation. With
the help of case studies, psychologists have done research to understand feelings, fantasies,
napes, fears, traumatic experiences, parental upbringing and so on, that helps to understand
a person’s mind and behavior. Case studies have been conducted to understand the pattern of
socialization of children.
Observation
Observation is a very powerful tool of psychological enquiry. It is an effective method of
describing behaviour during observation, a particular behavior was selected for observation
(rather than observing all encountered behavior). The selected behavior was recorded using
different means, such as marking tallies for the already identified behaviors whenever they
occur taking notes describing each activity in greater detail, etc.
Observation can be classified into naturalistic observation and controlled observation on the
basis of the setting in which observation is done. Naturalistic observation was done. Here,
observations are done in a natural or real- life setting and no effort is made to control is
manipulate the situation for making the observation.
Observation can take place through participation (participant observation) or non-
participation (non- participant observation). Both methods were used observation was done by
talking to the subject as well as by observing the pattern between the subject and the teachers
in a class.
Personal Interview
The interview method is a common method for obtaining information from people. It
is a purposeful activity conducted to derive factual information, opinions and attitudes,
and reasons for particular behaviour etc. From the respondents. A list of questions, called
interviews schedule, was prepared beforehand. The questions were asked face to face and over
the telephone.
There are two types of interviews, structured (or standardized) and unstructured (or non-
standardized), based upon the type of preparation made before conducting the interview.
Unstructured interview was conducted. The questions were open ended. There was a flexibility
to take decisions about the questions, the wording of the questions and the sequence in which
questions are to be asked. The respondent answers the questions in the way he/she chooses.
There are many different possible options of the number of participants present in an
interview situation. The individual combination was adopted.
Data Analysis
After data collection, conclusions need to be drawn. This can be done in the quantitative The
qualitative method was used, because human experiences are compiled. Therefore any
attempt at its quantification will not enable one to reach the principles of organising such
experiences. Psychologists have developed various qualitative methods to analyze such data
one of them is narrative analysis. Also data are not always available in the form of scores.
When a researcher uses the method of participant observation or in structured interview, the
data are generally in a descriptive form- in the participants own words, field notes taken by the
researchers, photographs, interview responses noted by the researcher or taped/ video-
recorded, informal talks, etc. These types of data cannot be converted into scores or subjected
to statistical analysis. Rather the researcher uses the technique of content analysis to find out
thematic categories and build those categories taking examples from the data. It is more
descriptive in nature.

Precaution
1. Data from qualitative studies are largely subjective and therefore care should be
taken to minimize personal biases.
2. Confidentiality of the data source is a must.
CASE PROFILE
1. Name : XYS
2. Age : 12 years
3. Date of Birth : 16th August, 2002
4. Gender : Male
5. Number of siblings : One (brother)
6. Birth order : Eldest
7. Disorder : Asperger’s syndrome
8. Family History: There is no family history in this case. No genetic symptoms or
origins of autism and related disorders have been established in this case. It has been
formed that other family members are socially well adjusted, confident and successful
in their respective areas, including a younger brother who is a smart and recognized
individual.
9. When it was first noticed: As there are no obvious symptoms, it wasn’t noticed in
the early childhood stage. It was noticed at the age of 9.
10. Causes: The exact cause in this case is unknown. It cannot solely be attributed
to genetics, environment and upbringing or social circumstances. It may be a
combination of factors- environmental and genetic- that account for changes in brain
development.
11. Characteristics
(a) Physical: The physical characteristics of the subject refer to the general
appearance and characteristics a normal teenager. One cannot tell from his
physical attributes that he was any disorder. He always has a serious look on
his face.
(b) Sensory/Mother Coordination: His sensory motor ability is not fully developed
and remains a challenge.
(i) Till class 6, he used to write in untidy blow handwriting. With help and guidance
from his teacher, he is in the process of developing fine motor skills and is trying
to learn how to write in cursive handwriting.
 (ii) Sometimes, when he walks, he looks a little imbalanced, and moves his hands
in a distinct manner.
(iii) He finds it difficult to perform sensory-motor tasks such as creative art,
arranging, atheletic sorting, etc.
(iv) His general coordination is average. In the special atheletic, Track and Field
Meet events, he successfully won 3 medals.
(v) He has low muscle tone. Therefore, his muscles are loose and little disoriented.
As his muscles are on the floppy side. He faces problems in coordination and
motor skills. He is not able to perform tasks like block- printing even after
demonstration and guidance.
(c) Concept Formation: He is able to interact on diverse topics orally. He is able
to answer specific questions when asked. If given a situation, he can write on
both concrete and abstract topics. Therefore, his concept formation is developed
according to his age.
(d) Self- Help Skills: He is self- dependent as far as performing daily tasks and
routines are concerns. He generally dislikes any adult help or intervention and is
striving to become more independent. However, his organization skills are poor
and he is not able to remember where he leaves something. This leads him to get
frustrated.
(e) Academic Skills: He is intelligent and has a good memory. He has a passion for
history and is ‘like a live encyclopedia’ for his peers. He was having difficulty in
mathematics in class 5 but is how performing satisfactorily in this area.
(f) Interpersonal Skills: His biggest challenge is his social skills. He prefers to sit
alone in his free time and his social interactions are limited. He exhibits leadership
qualities sometimes, but prefers to work independently on a daily basis. His
classmates avoid sharing personal chats with him because he is unable to keep
things secret. But they look up to him if they need information especially on cars
or history. However, he usually avoids eye contact while talking. He walks with
his head bent down most of the time and is almost unwire of those around him.
12. Management: The teachers attempt to manage difficult situation is crucial. It is
important to teach appropriate social, communication and vocational skills that are
not acquired naturally during his stay in school. This can be done through counseling
sessions and with interventions tailored to his needs. Although progress has been
made. Data supporting the efficacy of particular interventions are not very objective
and are limited.
Suggestion
The following suggestions one subject to my observations and understanding of the child.
Some of these systems may already be in place.
1. As he dislikes intervention, such attempts should be made with careful deliberations
2. Extra effort should be put to make the child more integrated to his social settings and
environment, by his peers. He spends a lot of time on his own. Therefore, it is equally the
responsibility of his peers from the mainstream to understand his problem and learn to
make him feel comfortable and to initiate conversations with him.
(i) There should be more awareness programmers above such disabilities for mainstream
children of all age groups.
(ii) There should be a regular and comprehensive peer support training module.
(iii) There should be many more collaborated inside classroom as well as field activities
planned for mainstream and special section students together.
3. Extra effort should be put to improve the Childs own communication skills.
(i) The child should be taught introductory communication tactics and appropriate
conversation ‘openers’.
(ii) The child should be taught common metaphors and figures of speech as he is often
literal minded and get confused by these expressions. Furthermore, he may find
learning phrases, that seen confusing to him, such as stepping up to the plate,
interesting
(iii) There should be a training of essential like skills. For example, he should be taught:
(a) To be more organized.
(b) To make eye contact while talking.
4. An objective term wise progress data sheet should be kept so that
(a) The child’s achievements and improvements can noted and the Childs short coming
can be discovered and worked upon ( changes can be made to the program he is
following if necessary)
(b) If the teacher changes. She can understand where the student stands and the
transition will become easier and smoother for the new teacher as well as the student.
5. There should be regular counseling for the parents of children with special needs to
understand the strengths and weaknesses of the child, and help their child progress
further.
Conclusion
It was a great learning experience to observe the patient in different situations both inside
and outside the classroom. It provided me an avenue to work and understand a specially abled
child in great depth. It was an opportunity to develop analytic and problem solving skills. It
allowed me to explore serious and complex issues and apply new knowledge and skills from a
researcher’s point of view. This interesting research study helped me to set the groundwork
for future thinking and research in greater depth. This would not have happened otherwise.

WHAT IS A CASE STUDY?

Case studies are analysis of persons, events, decisions, periods, projects, institutions or other
systems that are studied holistically by one or more methods. Rather than using samples
and following a rigid protocol to examine a limited number of variables; case study method
involve an in-depth longitudinal examination of a single instance or event or a case. They
provide a systematic way of looking at events, collecting data, analysing information and
reporting the results. As a result, the researcher may gain a sharpened understanding of why
the instance happened as it did; and what might become important to look at more
extensively in future research. Case studies lend themselves in both generating and testing
hypothesis.
The present case study is the analysis of a person that employs multiple methods for
collecting information such as interview, observation and psychometric tests for a variety of
respondents who in some way or other are associated with the case and can provide useful
information.
What is a Case Profile?
Case profile is a simpler version of a case study. It provides an insight to a person’s mind
and behaviour. With the help of a case profile, we can try to understand fantasies, hopes, fear
and traumatic experiences or anything that helps understand a person’s behaviour and mind.
Case profile gives a detailed description of a participant’s personal history, family history,
family arrangement and personality traits. The aim of present profile is to have a better
understanding of the case as an individual.
 Data Collection
While collecting data for the present case profile, following techniques of Data Collection
were used:
• Interview
• Observation
• Psychometric Tests
Objective
The objective of the present case profile is:
To give an in-depth understanding of the subjects psychological, physical, emotional and
social dimensions by choosing specific psychological tools and techniques.
Introduction
My case is XYZ. He is 17 years old and a student of _________ school. A friendly and
outgoing boy, he loves to be in the company of others. He is interested in basketball and dance.
I chose him as my case for various reasons:
• I know him well and hence rapport information was already there.
• He stays near my house and we both study in the same school, therefore, observing
him at home and in school was very convenient.
Personal History
Type of Birth : Normal
Milestones :
1. Recognising sounds: 3 months
2. Recognising familiar objects: 3 months
3. Babbling: 5-7 months
4. Sit over: 6 months
5. Roll over: 3 months
6. Explore objects with mouth: 4-6 months
7. Crawl: 6-8 months
8. Walk with support: 1 year
9. Walk alone: 2 years
10. Run: 2 years
11. Clear speech: 3 years
• Mother
i. Name
ii. Age 48 years
iii. Educational Qualification B.Ed
iv. Profession Teacher
v. Monthly Income ` 32,000
• Father
i. Name
ii. Age 50 years
iii. Educational Qualification M.B.A.
iv. Profession Business Man
v. Monthly Income ` 2 Lakhs
• Brother
i. Name
ii. Age 21 years B.A.
iii. Educational Qualification Student
iv. Profession ——
v. Monthly Income
Family Arrangement
• • The
• Name
case stays
Agein a Nuclear Family with his parents and elder brother.
Sex There are D.O.B.
4 members in the house. The case is very close to his family
Education
and enjoys
1. Class
spending time with them.
10 CGPA 2. Class :
11 marks : 17 years
Religious views : Male
: 8th July 1997

: 9.5
: 75%
: Hindu
Family Arrangement : Nuclear
Analysis
Subject’s best friend says, XYZ is among the toppers of his class and is able to perform well
in many co-curricular activities as well. His best friend finds him very helpful and co-operative.
She rates him as a lively individual who has the charm to make a dull situation exceptionally
live. She is not sure about whether XYZ is impulsive or not. Though finds him having good
interpersonal skills. He is not able to deal effectively with sudden and unfavourable situations.
His friend thinks that he can improve upon it by thinking practically and avoiding his tendency
to over-burden himself with over expectations.
Interview of his English and Physics teacher indicate that subject is quite creative and
enthusiastic in learning new concepts.
• English teacher has been teaching him for one and a half year.
• She feels that he is sincere towards this studies and there has been a big improvement
after the mid term exam.
• According to her, he is always willing to listen to constructive criticism and improve
himself. He is friendly with all his classmates.
• She feels that XYZ should be more honest and open about his feelings and opinions,
and should not always try to being politically correct.
• His Physics teacher is very happy of his devotion in science projects on which he
devotes lot of time in Physics lab.
• He contributed significantly in making Maths lab more meaningful to the students.
The case was observed in 3 situations:
Participant observation was undertaken in the first two and non participant in the third
one. All observations were naturalistic.
I. At Home (with family)
• Parental interviews and observation indicate that he is very relaxed and happy
around the family. He is very close to his elder brother. He often helps his mother with
household activities.
 • He goes to basketball practice once a week and devotes lot of time on self study of his
science subjects.
• During the evening hours, he likes to go outside and meet his friends in the
neighbourhood park.
• He is not fond of TV programmes although he enjoys Discovery Channel.
II. Social Gatherings
• He enjoys himself at social gatherings.
• He likes meeting new people and makes friends easily.
• He loves to play basketball, and one can easily spot him on the court.
• He also likes to get pictures clicked with his friends.
III. At School
• XYZ is quite while the teacher is teaching during class. He does not disturb the class
and makes a single effort to pay attention in class. His favourite subject is Maths and
Physics.
• Outside of class, he is friendly with all his classmates.
PSYCHOMETRIC TESTING:
SCQ
Purpose: To study the kind of self concept of the case using SCQ.
Result Table:
Dimensions Raw Score Interpretation
Social 31 Above Average
Temperamental 26 Above Average
Moral 31 Above Average
Interpersonal 32 Above Average
Educational 25 Above Average
Physical 32 Above Average
Total 181 Above Average
Interpretation: The case has above average self-concept.
MPI
Purpose: To assess the subject’s personality by using MPI.
Result Table:
Dimensions Scale Raw Score Sten Score
Long 8 2
Neurotics
Short 4 4
Long Scale Short Scale
Interpretations
Average Below Average
Extraversion Long 26 5
Short 10 6
Long Scale Short Scale
Interpretation Average Above Average
 Interpretation: Emotionally stable, calm, quite relaxed, likes people and their activities.
By and large he is an ambivert.
SCAT
Purpose: To study the level of anxiety of the case by using SCAT.
Result Table:

Pages 2 3 4
Raw Score 8 11 5
Total Score 24
Interpretation High Anxiety

Interpretation: The testee has high level of anxiety which indicates subject is quite
anxious towards his studies, wants to live up to the expectations.
DBDA
Purpose: To find out whether the case possesses the following abilities and at what levels:
• Psychomotor ability
• Reasoning ability
Result Table:
Dimensions Raw Score Sten Score Interpretation
Numeric Ability 12 8 High
Psychomotor 46 10 Very High
Reasoning Ability 8 9 Very High
Verbal Ability 12 7

Conclusion
After doing a systematic study of the responses conducted through interviews, observations
as well as the scores from different psychometric tests, I concluded that XYZ is a bright student
and is open to new ideas. He has good interpersonal skills and is able to understand and be
sensitive to the way others feel and behave. His score MPI suggests that he is an outgoing
by nature. He presents high anxiety level and feels restless when faced with uncomfortable
situations. He has a positive self-concept.
His Psychometric test results indicate that the subject is emotionally stable, ambivert
and enjoys positive self concept. These results are in conformity with the interview and
observational findings.
The subject has high cognitive competencies which is reflected in his thinking variables, and
indicate high scientific aptitude. These are in conformity with Physics and English teachers
remarks particularly subject’s devotion towards project work and quality time given in Physics
and Maths lab. The results indicate a successful future perspective in scientific domain.
High anxiety in Psychometric test indicates the parental and teachers pressure on the
subject which is leading to his Eu stress in distress. This is alarming and should be taken care
by the significant people around him.