Center Based Learning Observation

Tommy R. is a 6-year-old boy and a kindergarten student in a K-8 combined elementary and junior high school in the San Jose greater metropolitan area. There has been a meeting requested by his educational team and parents to talk about his behavior in school and cognitive abilities in the classroom. School staff have been receiving complaints from Tommy’s teacher and classroom staff about not following direction and non-compliance. Tommy also struggles with completing some classroom tasks as well.

John does not socialize with his classmates but he will communicate academically with one student. The seating arrangement was modified to allow these two students to sit adjacent to each other. These changes could foster social communication for John.

When Sean was 6 was referred to the Paediatric Occupational Therapist as the school was concern regarding Sean’s fine motor skills and the parents had concerns regarding his concentrations. The findings were that Sean’s motor coordination skills were within average for his age group. They also found that Sean has difficulties with concentrating and attending to activities, has poor confidence in his ability and has difficulties in visual perception, impacting on his

Obiel Macedo, a one year and seven month old infant accomplished many tasks on the developmental checklist. I went to his house, his mother and baby sister were present while I was with him. We sat down and I handed the infant a small container filled with different size blocks. Immediately he grabbed the container, poured out the blocks and began to build a tower quickly. Once he was done creating the tower of blocks, a few seconds later he knocked it down vigorously and started all over again. Then, I handed him a red crayon and a blank sheet of paper, but instead of writing on the paper he went up to the wall and scribbles spontaneously.

Unit 6 Assessment Criteria 1.1 Explain the sequence and rate of development from birth to 19 years. Physical Development: Gross motor control: 0 – 3 years 1 month: Head droops if unsupported Pulled to sit, head lags Lies with head to one side Large jerky movements of limbs Arms active Turns head from cheek to cheek when on tummy Lifts head momentarily when on tummy Lifts head (bobbing) when held in vertical at shoulder Kicks legs rhythmically 2-3 cycles when on back Looks at faces and objects 3 mths. Head held erect for a few moments before falling forward Pulled to sit, a little head lag Lies with head in midline Movements smoother and continuous Kicks vigorously,

The classroom setting is kindergarten with a mixed environment of general education students and special education students. The child can do his work; however, he is resistant by saying he does not want to read or write because it is boring. Being WZ one-to-one paraprofessional is challenging since the child has behavioral issues that requires professional assistance for developmental support.

| * Explores using senses, especially sight and touch; has no sense of danger * Concentrates more due to curiosity and increased physical skills, but skill has short attention span * Follows one step instructions and/or gestured commands * Observes other people closely and tries to imitate their actions * Uses trial and error method when playing with brick, containers * Learns that objects can be grouped together

is an 8-year-old African American male who was born in the Bay Area. He was referred by a professor, and his parents decided to participate to help the examiner practice administration. Justin V. will be provided with a gift card each semester as an incentive for participating. He has one younger sibling, and they were raised by both parents in the Bay Area. Growing up, Justin V. has always been in a loving and positive environment, and his current family dynamic consists of his parents, younger sibling, grandmother, and his aunt. He developed each milestone early, as he spoke coherently in full conversation by the age of 18 months. He did not have any health issues, but he did experience multiple ear infections as a toddler. He is currently in the 3rd grade at an elementary school in the Bay Area. He transitioned to his current school during his 2nd grade school year. Justin V. has several friends and enjoys school. He expressed that he loved sports, loved to read, and his favorite subjects were math and

I seek multiple sources of data, when possible from multiple respondents or contexts, to address all components of the referral question. Furthermore, the physical demands of selected measures must align with the client’s visual, auditory, tactile, fine motor, and gross motor abilities. Additionally, the client’s cultural, racial, language, and educational background must be compared to an assessment’s normed group to ensure validity and reliability of the results. I also document behavioral observations from initial phone calls, to the client’s behavior in the waiting room, and throughout the assessment process. During testing, I strive to reduce tension and ensure the best performance by building rapport, providing a quite environment, offering breaks, and utilizing rewards for children as needed. When pertinent to the referral question, I will document an intentional break in protocol to gather qualitative data regarding the client’s reasoning, strengths, or weaknesses. When formulating a diagnosis I carefully consider my numerous data sources and conduct a detailed differential diagnosis. I also strive to provide evidence based and relevant recommendations that are accessible to the

He demonstrates poor grammar and low reading skills, he is able to do simple arithmetic calculations, can think abstractly, and can follow simple instructions. He is typically oriented to where she is at, whom she is with, and what time it is although he was slightly disoriented when we spoke about his friends and parents. No noticeable deficits in his ability to recall information from various points in time were observed. Overall, he shows the ability to think rationally and make good judgments in regards to decision making.

Occupational therapy (OT) treatment focuses on helping people with a sensory, physical, or cognitive disability be as independent as possible in all areas of their lives. OT can help kids with various needs improve their cognitive, physical, sensory, and motor skills and enhance their self-esteem and sense of accomplishment. Some people may think that occupational therapy is only for adults as kids, after all, do not have occupations; but a child's main job is playing and learning. Occupational therapists who have specialized in pediatric care can evaluate kids' skills for playing, school performance, and daily activities and compare them with what is developmentally appropriate.

Individual is having some difficulties with paying attention and focusing due is distraction, being forgetful, and not listening to instruction as reported by individual teacher.

Andrew reaction to activity was tested by analyzing his Gross motor skills which were good for his age; he was able to build blocks, do puzzles, and color. Andrew attention span was also analyzed, and he was able to focus on doing activities for 10-15 minutes which is appropriate for his age. Andrew is now 19 months old. During his check-up, the doctor placed Andrew

Ean’s scores on the BOT-2 placed him in the average and above average range for his fine motor, upper limb coordination, and visual motor skills. Ean demonstrated excellent precision and accuracy in the fine motor precision subtest. As Ean completed the second subtest he took his time as there was no time limit given. As he worked on drawing the simple and complex shapes; he was observed to refer to the visual provided in the test to make his drawing as accurate as possible. Ean lost only a couple points for this subtest due to the specific criteria the test is looking for. Ean’s manual dexterity and upper-limb coordination skills are excellent as his scores show. This means everyday tasks such as; buttoning clothing, using utensils to eat,

Further, under fine motor – adaptive skills, R.N. was observed to complete all activities that are appropriately for her age. She was able to scribble, dump raisin in the bottle, build towers of 2 and 4 cubes, but was unable to build a 6 tower cube though only 25 -50 % of her age are able to do. Therefore, it was within normal limits for her age. In addition, R.N. was observed to perform all language skills that are appropriate for her age. She was not able to name one picture and to point 4 pictures though at her age it is