Case Study Of Bob's Delivery

The mother reports having a normal pregnancy with no complications, and that her pregnancy was easy. This was the second child for the mother, who has another child who was five years old at the time. The mother also disclosed that at the time of the pregnancy she was in the process of separating from the child’s father and that this caused a moderate level of stress. At the time of the pregnancy the mother was also working full time as waitress in a local restaurant, the mother reports that her job required she be on her feet for a long period of times, but that she was able to work until around a week before her child was born. The mother reports that the child was born around two weeks early but that labor was easy and the child was

“We need to talk about your daughter's performance,” my homeroom teacher, Mrs. Nelson, baldly admitted to my father. “She, no doubt, is a wonderful student,” she beamed at me, yet her smirk did not seem to reach her black, stern eyes, “she has perfect attendance, always has assignments and homework done, never talks unless called on, and just in whole, a polite and good-natured, young lady. But, she is still struggling immensely. As a result, I deem that it would be

Karyss is a 2nd grade, who has repeated second. She will be turning 8 in August. She has an individualized education plan in place to support her writing and reading comprehension. As of April 29th, she started coming to for support with number sense, multiple step word problems and fact fluency. Her math grades have been three all quarter long. Cognitively, she has an even profile: General Conceptual Ability = 95 Average, Verbal = 96 Average, Nonverbal Reasoning = 96 Average, Spatial = 98 Average. These scores show that she has the ability perform on a grade level task. On the Second grade CASE 21, which is a county benchmark assessment she scored two at 39%.

History: This student has been on our campus since Kindergarten. At an early age, he was brought to the Response to Intervention Committee for behavior concerns in the classroom and bus. Over the years his behavior has had its positive and negative effects on his academic areas with a large concern in English Language Arts. He has been a Tier 2 or Tier 3 student in reading since first grade. He is currently receiving a reading intervention, however at the fourth grade level there is an urgency to provide an intervention in writing.

Sally Joe is sixteen years old and lives in Coeburn, Virginia with her mother and father. She has 3 siblings, two older brothers and older sister. Sally is spending some time at Eastside High School in Coeburn and she is spending the other half of the day at the Technical School in Wise, which is fifteen minutes away from her high school. She is taking Marketing, English 9, Life Skills, and L.I.F.E. Some accomplishments over the course of

I interviewed a woman who has a child with special needs. The child is now in kindergarten. The mother reported having a normal pregnancy with no complications. This was the second child for the mother, who has another child who was five years old at the time. The mother disclosed that during the pregnancy, she was in the process of separating from the child’s father and that this caused a moderate level of stress. At the time of the pregnancy, the mother was also working full time as a waitress in a local restaurant. The mother reported that her job required her to be on her feet for long periods of time. She was able to work until around a week before her child was born. The mother reports that the child was born around two weeks

Consistent with classroom performance, testing indicates that Tyler is currently performing below grade level in reading and math. In the classroom setting, he shows difficulty processing information. Tyler’s teacher observes that he has trouble understanding concepts and learns at a slower rate. His performance is noted to improve when he is placed in a small group

A collateral interview was conducted with M.S. 54 Booker T. Washington Middle School. It is reported by Mr. Gongaley, Ms. Kirk, Mr. DeLuca and Mr. Behar, that Rafi has been doing very poorly academically the entire year. The child rarely submits homework, does not complete assignments and needs constant refocusing. Although he was with offered the opportunity to go to an afterschool homework program, he does not go often. It is reported that the child needs someone with him in order to reach specific educational goals and in order to complete assignments. He is currently in a class with two teachers, one special education and one regular teacher. In order to help him succeed with an assignment it is necessary for teachers to work closely with

Anthonio is currently in the ninth grade and enrolled at Bright Futures Academy located in Riverside, CA. Anthonio is placed in a Special Education Class. Jonathan is in class with eleven students, one teacher, and two aides. Parents reports that Anthonio has received Speech Therapy and Occupational Therapy in the past. Parents also reported that Anthonio has previously received ABA services in the past. Parents report their past experiences with their

Versyrus is a repeated kindergarten student attending Lake Forest Elementary School of the Arts and Sciences. He is receiving academic direct services with accommodations in an inclusive classroom. Versyrus is a very kind and friendly person who is very sensitive to the needs of his peers. However, he is very kind and friendly, Versyrus will completely shut down when frustrated. His academic strength is reading. He has excelled to the point of being on grade level. According to her i-ready results, Versyrus Test 1 and Test 2 overall scores increased from 338 to 370. He made a 32 point gain. He is on grade level in the areas of high-frequency words, vocabulary and comprehension informational text. He is able to recognize a few level K

The students work online at their own pace. However, Samuel's past performance at school was poor; he was failing some classes. The last recorded grades obtained by the Court Service Unit were in April 2015, and were documented as a D+ in English 8, D in Art Foundation, D+ in Health/Physical Education, A- in United States History, F in Life Science, and C+ in Math 8. Ms. Ratcliff reported since 7th grade, Samuel’s attitude and school performance has declined. She stated historically he was a C student and school was important to him but subsequently he has adopted an “I don’t care

V.B. is in fifth grade at F. Elementary School. Based on upon a review of records, V.B. is currently functioning below grade level in both reading and math. She is not eligible for free/reduced lunch. Her individualized education program includes consultant teacher services and resource room support, along with psychological counseling services. V.B. is an English New Language (ENL) student. Moreover, she is diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD), however, she does not take any medications at this time.

Louise was a nulliparous woman in her thirties who had no pregnancy complications and nothing sinister in her medical history, so she was classed as “low risk” and she was 7 days over her estimated due date. Louise came on to the delivery suite and my mentor and I were looking after her throughout her labour, her partner was away at work so Louise only had us for support.

Kurtis’ classroom teacher ratings suggest he has difficulty maintaining necessary levels of attention at school. At times Kurtis might disrupt academic performance and functioning of those around him. He is restless and impulsive, and has difficulty maintaining his self-control. Socially Kurtis generally plays alone and has difficulty with social interactions in the classroom with peers his own age. Kurtis has difficulty comprehending and completing schoolwork especially when reading is concerned. When he is having a good day he is more willing to learn and treat others respectfully. Kurtis often struggles with understanding what is asked of him. He needs directions repeated and the teacher utilizes proximity and re-directing as needed to assist him in the classroom. Kurtis’ teacher expresses his concern about his inability to answer comprehension questions and expressing himself. Kurtis’ mother indicates that Kurtis plays with his younger brother and older cousins. During play he has appropriate social skills. At times, Kurtis’ mother, indicated he may struggle with attention. Kurtis’ mother reports that he generally exhibits adequate expressive and receptive communication skills and he is able to seek out and find new information when needed. They read books together and Kurtis is able to answer general comprehension questions. Kurtis is described as being thoughtful and helpful; however, he could always improve his listening skills.