County Birth to 3 Program

Evaluation/Summary of Development Report

Name: Parker Date of Evaluation: September 16, 2014
Date of Birth: 01/03/13 Age at Evaluation: 19 months
Parents name: Mother and Father
Address: Anywhere, WI
Phone:
Email address:
Physician: Dr.
Participants in Information Gathering: Mom, Aunt, Early Childhood Educator, Occupational Therapist, Service Coordinator
Sources of Information (Tools & Strategies & Location): Observations and the Vineland Adaptive Behavior Scales. This is a standardized tool that utilizes both parent reporting and child observations to determine a standard score in communication, socialization, daily living and motor skills. This evaluation was administered in the family home.
Health (Includes Birth History, Nutrition, Medical and Dental):
No health concerns at this time. Mom reports that Parker has always been in good health at each of his well-child checks.
Vision/Hearing (Screening, Glasses, Hearing Aids, History of Ear Infections):
No concerns are noted for vision. Newborn hearing screen was unremarkable however family is concerned about Parker’s hearing. They report he has sensitive hearing. For example, he will fuss/cry when the phone rings loudly, or when the smoke alarm goes off and he does not stop until the alarm stops. He will cry when he hears sirens as well.
Child’s Name: Parker
Date: 09/16/14
POSITIVE SOCIAL EMOTIONAL SKILLS (Including social relationships)
·  Relating with adults
·  Relating with other children
·  Following rules related to groups or interacting with others (if older than 18 months)
Areas of Development include:
Cognitive development (thinking; learning; problem solving; playing with adults or peers; attending; imitating actions of peers)
Social Emotional (regulating emotions; engaging with peers, siblings, parents and other adults; showing affection)
Communication (expressing self through gestures, sounds or words to indicate needs; communicating with peers; imitating sounds and gestures)
Adaptive Development/Self Help (adapting to changes in routine or setting; helping meet own needs during routines with family, such as requesting more food during meals, putting on coat after play date; avoiding common dangers) Motor Skills (ability to move and manipulate objects during play; reacting to changes in environment; need for positioning so child can interact with family and peers) / Parker’s family describes him as a sweet little boy who enjoys playing with balls and cars. Mom reports he will throw toys to get attention, but she has never seen him have a temper tantrum. Throughout our visit, Parker looked to his Mom for approval while he played with a toy, or interacted with the evaluators. Mom reports he wants to please his family. In one instance, he took a plate off of the shelf and began to bring it in the living room. Mom gave him the verbal command to put the plate away and he turned around to try to put it back. When Mom praised him, he smiled. Throughout our visit when he was praised, he would smile, proud of himself. Mom reports that Parker is affectionate to his baby sister Brea. He will go to her if he hears her crying and he will give her toys to play with. She reports he also shows signs of jealousy when Dad hugs Mom. He will say “no” and pull at Mom’s leg. Parker and his Mom went to play group and Parker enjoyed playing with all of the new toys. He did not want to play with, or be near the other kids. He would move away if another child approached him. Mom reports that he likes to play alone even at home, rather than with his cousin, Sam who is often at the house and close in age. Parker will take toys to another part of the room, or will go into the other room to play. Mom reports that Parker prefers playing with his Dad and uncle. He likes to play the rough house type games with Dad like being carried over Dad’s shoulder, hanging upside down and being tossed in the air. Sometimes Parker will play peek-a-boo with Dad as well. Parker did bring toys over to the evaluators intermittently during our evaluation to have us play with him.
Child’s Name: Parker
Date: 09/16/14
CHILD’S USE OF KNOWLEDGE & SKILLS
(Including communication, language and early literacy)
·  Thinking, reasoning, remembering, & problem solving
·  Understanding symbols
·  Understanding the physical & social worlds
Areas of Development include:
Cognitive development (exploring toys; problem solving; shifting attention; repeating activities that are interesting; developing play skills)
Social Emotional (reacting to familiar voices; reacting to familiar songs or stories)
Communication (pointing to items of interest; listening; ability to engage with books; repeating sounds or gestures; following directions, using words to express self/ideas)
Adaptive Development/Self Help (adapting to changes; helping meet own needs; safety awareness) Motor Skills (imitating movements and actions; ability to move and manipulate objects; ability to explore environment; using hands to explore toys) / During his day, Parker will say “bye, bye” when Dad leaves in the morning. He says “kay” (okay) usually when he falls but does not get hurt, and right away in the morning he will ask for his “baba” (bottle/sippy cup). When Mom asks Parker to “come here” will say “dada”. He also refers to Dad as “dada”. He is beginning to imitate words as they are said to him “thank you” and “go go” when Mom and Aunt told him good job. After breakfast, he plays. He loves to play with the family dog. He gives gentle pets and throws a ball for the dog. When shown a picture of a family pet on the computer, Parker walked up to it and said “dadadada” which parents say he says for doggy. Parker makes “vroom” noises when he is pushing his toy cars. He also pretends to talk on the phone. Parker says “no” when he doesn’t want something, like taking a nap or “ya” for yes. He attempts to imitate “thank you” after handed a snack and he is instructed to say thank you. He is not yet naming any body parts when Mom sings “Head, shoulders knees and toes.” Parker has little interest in reading books, even though Mom tries. She tries to read to him and Brea together. Parker did not point at or name any pictures in a book, including the dog. Parker follows simple commands such as to put something down or throw something in the garbage. He mostly played with his blocks today. He played with them for almost 30 minutes of the visit, repeatedly dumping them out of the bucket, then putting them back in. Mom wanted to build a dog house with the blocks, but Parker was not interested. Parker got upset when Mom put the bucket out of reach. He reached up and whined “uh uh uh” until Mom gave the bucket back to him. Parker showed frustration when Mom cleaned up the blocks, but he transitioned from the blocks when Mom got the leash on the dog so she could take the kids and dog for a walk outside in the stroller. Parker likes to ride in the stroller when walking the dog. Mom reports he often gets mad when they get back home, and it’s time to get out of the stroller. He will kick his legs and bang his head when Mom tries to take him out. Mom will carry him inside and turn on one of his favorite shows and then he’s no longer mad. Mom often lets him watch shows so she can get things done around the house. She says Parker is “memorized” when the TV is on. He’ll sit still and quiet to watch.
Child’s Name: Parker
Date: 09/16/14
CHILD’S INDEPENDENCE & ABILITY TO MEET OWN NEEDS
·  Taking care of basic needs (e.g., showing hunger, dressing, feeding, toileting)
·  Contributing to own health & safety (e.g., follows rules, assists with hand washing, avoids inedible objects)
·  Getting from place to place (mobility) and using tools (e.g., forks, pencils, strings attached to objects)
Areas of Development include:
Cognitive development (entertaining self with a toy; imitating activities during play; remembering favorite activities)
Social Emotional (regulating emotions; showing interest or displeasure with help with dressing or mealtimes; following rules)
Communication (directing caregivers attention; expressing self through gestures and words; ability to be understood)
Adaptive Development/Self Help (using tools to help with feeding, assisting with dressing and toileting; reacting to safety issues) Motor Skills (ability to manipulate objects and toys; using hands and upper body to explore toys; need for support for success with eating, dressing, sleeping, toileting, ability to move to meet needs) / Parker walks and runs about his home, usually to chase the dog. Mom says he falls often, tripping over things that he is not really paying attention to as he walks about. Mom and Dad carry him to bed, and out to the car. Mom describes Parker as an easy car traveler, and that he will “zone” out while riding in the car, and often fall asleep. He will ride in a grocery cart, but usually wants to hold something while shopping. Throughout our visit, Parker was walking on his tippy toes and Mom reports that he does this often during the day. If he can’t reach something, Mom says that he will usually reach his arm out and whine, or pull on Mom’s leg. Often, Mom is not sure what he wants and will guess until she figures it out. At lunch, Parker drinks from a straw as well as from a sippy cup, but he likes his bottle in the morning. Mom reports that he uses his fingers to eat his meals but that they are encouraging him to use utensils. He is getting better at using a spoon to eat his yogurt, but sometimes Mom and Dad feed him with a spoon or fork, otherwise he loses interest just chews the spoon, or whines or kicks to get out of his high chair. Parker loves his baths and will “swim”, splash and throw things in the tub. He doesn’t mind if water is dumped on his head. At nighttime, Mom reports that Gregory doesn’t like clothes on to sleep and he can remove shorts and pants all on his own. Mom reports that at bedtime, she will let Parker play in his crib until he falls asleep, usually pushing cars. She reports he also needs his sippy cup in order to fall asleep. He will suck on the sippy cup even if it is empty. The family has not tried potty training because they don’t think he would understand yet. He will keep playing if his diaper is wet, that does not bother him. During his diaper changes Mom reports they need to give him something to play with to keep him occupied, like Mom’s phone, otherwise he wiggles too much.