Intellectual Ability and Subjective Well-Being of Slow Learner: A Case Study with Academic and Behavioral Intervention

Abstract

Introduction: It is degrading to label a child as “Slow Learner”. However, in order for them to learn and develop, they require additional support and specialized instructions. Although they may learn slowly, this does not necessarily indicate that they are unable. Objectives: This paper is an attempt to explore the significance of academic and behavioral intervention for slow learner. Methodology: This is based on Case Study of a 14 years old boy. It includes case records, mental status examination, Raven’s Standard Progressive Matrices developed by J.C Ravens (1938) and Subjective well-being scale developed by Ed. Diener (1984). The study includes pre-test and post-test scores on the tools and implementation of the intervention for the period of two months. Conclusion: The study and overall analysis reveals that there is significant improvement in the intellectual ability and subjective well-being of the slow learner after implementation of academic and behavioral intervention. It also reveals that integration of Art therapy, Music therapy and Graphical Organization improves cognitive ability, attention, memory, behavioral and social skills.