Arianna’s test performance and emotional/social status were an area of concern due to a concern with her performance in her math class. Her personality information was gathered from a parent and a student interview, test results, and behavioral observations during the administration of her assessments. Her responses during the interview were that of a typically developing seven years old in the first grade. For example, her responses were clear and she spoke about her experiences with friends and family with passion. Arianna appears to be confident in most situations of the evaluation; for example, when she has a correct answer or she did well on a school assignment she was able to explain the events that took place for each activity. However, when she is unsure of an answer she delays or avoids responding. Arianna’s interpersonal relationships are meaningful and concerning. When she speaks about any of her relationships she smiles and is able to produce detailed information about each of these relationships. She interacts with her classmates on a daily basis during school hours and outside of school. Her relationships with her family members created the same passion and joy as her friends. She especially enjoys communicating with members in her family in one-on-one settings. She understands everyday rules that are explained to her in school and at her home, and she understands the consequences that take place when she does not follow directions. However, occasionally
Parents may feel overwhelmed by the assessment process and this assessment allows them to be involved every step of the way. Their role is also crucial to obtaining an accurate developmental level for the child. As part of the screening, there is an informal questionnaire and
The student assessed is a fourth grade caucasian female. She is nine years and ten months old and is the youngest, only girl of three siblings. Her brothers are in high school and junior high. This is her second year in our school district, she attended a private Christian school from kindergarten through second grade. Her mother is a first grade teacher in our district and father is a diesel mechanic, both parents live at home and are active in her school life. She has a love for creating and has shown this in her school work as well as her non school activities. She is constantly creating fashion items from random household objects, is writing her own stories, and videoing her daily life as well as creating songs and jingles to narrative her thoughts. She has a natural drive to entertain people and is very focused on improving her skills as a creator, fashion designer, writer, and future youtube entertainer all of these reasons are why she was chose to be evaluated.
For my Child Development 301 class at Grand Valley State University we were assigned a project where we each had to choose a child to observe/test between the ages of five and twelve years of age. The purpose of this assignment was to give us hands on experience observing and testing a child and also to relate to the material that we have learned in this class. We tested the child on their current social, moral, memory and cognitive areas of development. The child I tested is a girl named Andrea who is eleven years old and in the fourth grade.
Microsystem and Mesosytem: Maria is an 11-year-old African American and is in the fifth grade at a local charter school. She is average height for a girl her age. She appears healthy, but may be slightly overweight for her age. Maria wears her hair in braids and wears barrettes in it. Her favorite color is pink and her favorite subject is math. Her hobbies include painting her nails, baking in her EasyBake Oven “even though it doesn’t taste as good”, and she enjoys hanging out with her friends. Maria is very outgoing and very chatty. She was very open and freely shared information with us. We observed Maria in the Avondale Boys and Girls club, so some of her behaviors may be inconsistent with her everyday personality.
Gemma is demonstrating that she hasn’t built relationships with her educators or peers, furthermore has not built her social-emotional skills. Raisingchildren.net.au (2015) suggest that social and emotional
Marta is in fourth grade. She is the oldest of four children. At home, she is often taking on the role of translating for her Latino family. Marta performs excellent in school. She has been labeled as Gifted and Talented, but she is also on an IEP because she is an English Language Learner, considering English is not her first language at home. She is very comfortable in her ELL classrooms and often uncomfortable in her inclusive classrooms. Her teachers have classified her as talkative but she is often asking for clarity from her peers, when she does not understand the teacher in class.
Nine years old L.G is an African American girl in the 4th grade. Originally, L.G was born in Trinidad and resided in America at the age of three. L.G lives in Brooklyn with her mother, father and twin brother. She is close to both her parents and has a decent relationship with her twin brother. L.G is enrolled in a general education class and is currently an A averaged student. However, she is easily distracted with dilemmas surrounding her friendships. Her teacher is concerned that L.G grades may be at risk if her focus is directed more to the girl’s drama than her academics.
Kylie is a Hawaiian-American girl who lives in the same neighborhood as the school with her parents and older brothers. At dismissal, she walks home with her brothers, who attend the same school as 4th and 5th graders. During the first month of school, Kylie was unpredictable in her participation patterns. On some days she would raise her hand as high as she could, wide-eyed and ready to share with the class; on other days, she would be looking at the assignment, book, or teacher without saying a word.
It is also pertinent that we modify our assessment techniques according to the age and developmental stage of the child patient, including the family to solidify trust and establish said therapeutic relationships (London, et al., 2017). Sophia is aged nine, Piaget philosophizes that at this age, children begin applying logic and reasoning to concrete events; and, begin to reason more accurately. We can assume that Sophia will be able to follow instructions, communicate her needs and emotions, and answer questions if we present them in an age appropriate manner (Berk,
My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional
This behavior has significantly decreased throughout the year. During Language Arts, Jayden…… Jayden is able to take turns with his peers, but he will frequently ask if it is his turn and occasionally becomes impatient when waiting. When Jayden is asked to share materials with his peers, if there is an item he wants, he will grab it quickly off of the table before others have a chance to get it. There are also times when Jayden will take materials such as books, out of other students hands. When Jayden is asked to identify facial expressions, he is able to consistently identify sad and happy. When he is asked what makes him feel the above emotions, he is not able to answer the question. When Jayden is given unstructured time, he will choose an activity such as playing basketball or hitting a balloon back and forth with an adult or a peer. When Jayden is starting a new task and is asked to gather materials, he needs 1-2 verbal prompts to do so. He will also watch what his peers are doing and follow along. With adult support, Jayden is able to work to completion on a task. When completing a task independently, Jayden seeks adult
Amy is a ten-year-old Caucasian female who lives with her parents and seventeen-year-old college student sister, Jen. No previous physical or mental health problems were noted. Her mother is a homeworker and father is an industrial flooring contractor who often works away from home. She has not been going to the school for two years and could be extremely resistant to anything relevant to school. Even though she is homeschooled, she does not study without displaying tantrum. Her mother has a difficulty in managing Amy’s resistant behavior and tantrums; therefore, they often engage in home chores instead of studying
Ms. Bennett explained that she was referred to the AUTAPS by the DSS at University of La Verne when she expressed her concerns due to her academic difficulties. She elaborated that she does not get anxious or nervous in class, but that she takes longer time to comprehend questions being presented and answer them appropriately and accurately. Ms. Bennett stated that she would like to continue taking exams in a longer allotted time, as she feels she can perform better with accommodations. Thus, she would like to have comprehensive psychological assessment completed to determine whether she is eligible to renew her previously granted accommodations.Ms. Bennett presented as a casual, average height female student. She appeared uninterested in this
As time went by in the program, Valentina and I bonded both outside and inside the classroom. We would help each other solve a math problem that we thought was difficult, and worked well together, sharing the work equally and challenging each other. I found that both Valentina and I have easygoing, but determined personalities, which enabled us to progress as much as we possibly could in this challenging program. After class, we would do our homework with each other, talk about our past experiences, and how life differs from New York to Madrid. Valentina says that although Madrid is a busy city, it is not nearly as chaotic as New York City is, and that the people are warm and welcoming. She finds that the people in New York are also generally very nice, but do not portray it to the same degree, and that it was an adjustment for her to learn