03/19/2015 Confidential/1
LMNOP County Schools
Preschool Special Needs Assessment
CONFIDENTIAL
Name: / John Doe / Report Date: / 3/19/15Birthdate: / 12/12/11 / Age: / 40 Months/ 3 years 3 months
Parents: / Mary and Todd Doe / School District: / BathCounty
Address: / LMNOP, Kentucky / Written by: / EC Consultant
Phone: / 777-777-0000
Student ID:
REASON FOR REFERRAL:
John Doe was referred due to his performance on a preschool screening and concerns his mother had about his current language development. Scores on the Developmental Indicators for the Assessment of Learning- Third Edition, fell in a range that indicates that John might be at risk for delays in development. Additional classroom observations and informal interviews with John’s mother and a speech/language screening indicate that he is at risk for speech/language delays as well as a developmental delay.
BACKGROUND INFORMATION:
John has been attending classes at LMNOP Preschool since 1/15/2015. Vision/hearing screenings were attempted but were unable to be completed due to his lack of cooperation; however no concerns about his vision have been raised. According to John’s mother he did fail a hearing test and will be retested at a later date at his pediatrician’s office. John’s developmental history obtained from his mother, reports delays in talking and language. John began walking at 13 months and is currently working on toilet training.
EVALUATION PROCEDURES:
The following procedures were used to address the evaluation questions:
Procedure / Date / Evaluator/InformantSocial & Developmental History / 2/12/15 / Evaluator Lane, LBD teacher
Mary Doe, Mother
Vision
Hearing Screenings / 1/15/15
1/15/15 / Preschool Staff
Communication Evaluation / 3/19/15 / Speech Therapist, SLP
Observations / 3/9/15
3/11/15 / Evaluator Lane, LBD teacher
Speech Therapist, SLP
Vineland Adaptive Behavior Scales / 3/16/15 / Mary Doe, parent
Magic Marker, Preschool Teacher
Battelle Developmental Inventory Scales / Treasure Map, EC teacher
EVALUATION RESULTS:
Battelle Developmental Inventory (BDI)-- An untimed, individually administered assessment battery of key developmental skills in children from birth to 8 years.
Vineland Adaptive Behavior Scales (VABS) – A behaviorally oriented question and answer questionnaire or interview that assesses the social competence of individuals from birth through age 19.
Scores are reported by several methods: z-scores, which are a way of comparing a child’s score to an average (0), and may be above average (+) or below average (-); Ranges, such as adequate or delayed; Percentiles, which refers to the child’s ranking in comparison to a sample of 100 same-age peers; and Standard Scores, which describe the child’s score using 100 as the average score.
Social/Emotional Development. A social/developmental history was obtained through an interview with the mother. No significant traumas appear in John’s social history, and no recent significant events were reported. John lives with both parents and his grandmother.
On the Personal-Social Domain of the BDI, John’s total score of 4 fell within the significantly delayed range, with a z-score of –3.0.
Self-help/Adaptive Behavior. On the Adaptive Domain of the BDI, John’s total score fell within the significantly delayed range, with a z-score of –3.0 . His scaled score of 6 falls within the significantly delayed range in a peer comparison group.
John’s overall adaptive behavior score on the VABS was within the significantly delayed range with a standard score of 60.
Motor Development. On the Motor Domain portion of the BDI 3, John’s overall motor skills score was within the significantly delayed range, with a z-score of -2.33 . His score, at the 1%ile, was as good as or better than that of 1 out of 100 children in a peer comparison group. John’s score on the VABS fell within the moderately low range with a standard score of 70 compared to a peer comparison group.
Behavior observationsindicated that John’s interactions with peers were limited. John tended to switch tasks quickly without adequately completing any of the components. John required verbal and physical prompting before following teacher directives. John’s speech was often unintelligible and he was very quiet except for loud screaming noises.
CONCLUSIONS/RECOMMENDATIONS:
John appears to be functioning within the delayed range in the areas of personal-social adaptive and motor skills development. John is functioning at least 1.5 standard deviations below the mean in these areas. John will likely need remediation in these areas to be successful. Some strategies for working with John may include:
1. Personal-social skills - direct instruction in social interaction skills; role playing games where feelings are acted out and identified. A structured reinforcement program for compliance to adult directions may be in order.
2. Fine and Gross motor skills - Activities & games requiring fine motor dexterity such as puzzles, play doh sculptures, paper mosaics, coloring & cutting puzzles. Gross motor activities may include basketball with an adjustable goal, and catching/throwing a Nerf ball at with a Velcro glove/target.
3. Cognitive & communication - matching games, such as Memory; sorting items into groups with similar characteristics to develop specific concepts. Early level computer games such as Playroom and Backyard may stimulate his interest, increase fine motor skills with the mouse, and the various games not only develop pre-academic skills but also improve language concepts. Individual therapy may be of assistance in remediating language skills, but interaction with peers may the best motivator for John to improve his communication.
4. Adaptive - direct instruction in eating and dressing skills, as well as attending and listening skills. John would benefit from a reinforcement program for these skills as well.
However, the Admissions and Release Committee should meet to review evaluation data and other pertinent information in order to develop an appropriate school program for John.