Raul Salazar has just started the 4th grade. He was referred to the school's multidisciplinary team because of reports of difficulties in school, such as not following instructions and not completing academic work. Raul's teachers are curious about his home situation and wonder if he has a learning disability due to his deteriorating performance this year. They report that Raul seems lost and without focus, as if he's somewhere else mentally. When the principal asked if any of the teachers had tried to provide one-on-one assistance during class, they complained about not having time for anything besides large group instruction. Previously, when attending a small parochial school, Raul scored average or above average (Grades 1st-3rd). He now attends a larger, urban school. One teacher commented that she is surprised by his vocabulary stating, "It's much better than other Puerto Rican kids in class." Raul's parents immigrated as young children. His father is a painter and his mother works in the school cafeteria. Mrs. Salazar recently became pregnant and has had severe problems with her "nerves" lately. The multidisciplinary team is requesting a meeting with Raul's parents in order to ask their permission for the school district to conduct an educational psychological evaluation. 1. Name two theoretical perspectives discussed in this chapter and discuss how they can be applied to Raul. 2. Briefly discuss one intervention that is based on each theory named in your response to question #1. 3. Describe how you perceive the teachers' concerns. 4. Name one way that Raul's cognitive development may have been impacted and could be contributing to his present challenges in school. (any possibility)