Jack's True Percentile Rank

From the age of fifteen months through nineteen months Dominic’s physical, social, language and cognitive development has matured. Although Dominic’s physical development has matured, he is below the norms in fine motor development when he makes towers or puts together puzzles; His fine motor skills although match the norms (My Virtual Child). Socially, Dominic gets along with children well although he began to show separation anxiety around eighteen months. Along with the separation anxiety, he is securely attached to both parents yet he is less clingy and is interested in exploring (My Virtual Child). Dominic’s communication skills and language comprehension and production are typically developing. He uses the word me a lot and knows over 50 words which he puts into sentences such as “doggie outside” (My Virtual Child).

*Intellectual development: he can now understand 3 part instructions, and organise objects by type, size, colour, or shape.

Based on the assessments, the Developmental Assessment of Young Children (DAYC-2) and the Assessment of Basic Language and Learning Skills Revised (ABLLS-R), administered by the ASIP team in August 2015, Robert’s results reveal deficits within all developmental domains (i.e. Cognition, Communication, Social-Emotional, Physical Development and Adaptive Behavior). Furthermore, the DAYC-2 revealed that Robert functioned at the age of 9-21 months on all developmental domains. The ABLLS-R’s results revealed

* Communication and Language – a child who can effectively use the large movements, gestures and fine movements involved in speech is able to convey messages to others.

skills including communication skills are not mastered only in early childhood but are built over

Communication: uses speech that is easily understood, starting to use full sentences and asking questions.

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.

The variable age is the independent variable and is a ratio level of measurement (Loiselle et al., 2011). The measure of central tendency to describe age are in table 1.2 are the mean of 57.62 which is the average age, the median which is the middle score within the distribution when all scores are organized of 58.5 and the mode of 58 which is the most frequently occurring age (Loiselle et al., 2011). The measures of variability are the range of 69 with a minimum age of 22 and a maximum age of 91, standard deviation which is the average deviation from the sample mean which is a value of 16.26, and the sample variance which is the standard deviation square and the value is 263.46 (Salkind, 2013). The distribution for this sample is described as a negative skew and the value obtained from table 1.2 is -0.22511(Salkind, 2013). A negative skew occurs when the median and the mode value are larger than the mean, within this sample the median is 58.5 the mode is 58 which is greater than the mean of 57.62, the tail would be pointed toward the left (Salkind, 2013). The kurtosis value is -0.65102 and this describes how peak or flat the curve is from the normal distribution curve which is described as mesokurtic (Salkind, 2013). The kurtosis has a large negative value which is representative of a flatter curve also know as playkurtic (Salkind, 2013).

When given a set of numbers, Brandon is able to count by 2's, 5's, and 10's to 100 with about 75% accuracy. Brandon has worked very hard his quarter and shown great improvements when telling time to the nearest 5 minutes. Addition facts have been a challenge for Brandon this quarter. He is able to answer addition facts that include +0, +1, and some +2. In order to answer all other addition facts, Brandon has been using the counting-up strategy. Brandon has been diligently working on learning and remember more of his addition facts. Brandon is becoming more consistent when asked to name and state the value of each coin.

Lily’s Oral Language Cluster standard score of 101 is in the average range. Lily’s age equivalent score is 16.2 and her grade equivalent score is 10.0 confirm that Lily is in the average-high range for Oral Language cluster. Lily’s standard score on the Story Recall Subtest is 90, her age equivalent score is 10.4, and her grade equivalent score is 4.9. Lily was tested using stories 7-10. She struggled with remembering details in this section, and would not put much effort into recalling the story. This may have been due to the time of day, and the location where the test was administered. Lily did not try her hardest during this subtest, and seemed very distant and distracted. During the Story Recall-Delayed subtest Lily seemed anxious for the test to be over, this was most likely due to test fatigue and the time of night. Lily’s standard score for the Story-Recalled Delayed section was 101, her age equivalent score was 16.8, and her grade equivalent score was 11.2. This is surprising because she did better on the Story Recall-Delayed section that the first time recalling the stories. This may be because she was trying to answer correctly to finish faster or because she was able to process the story and remembered more details. Lily did not recall the stories in the answer they were said; instead

After observing his response I am not sure if it was due to his visual impairments because he wasn’t wearing his glasses that he usually wears and the longer row made him come to the conclusion that it must contain more pennies. His memory wasn’t at the same level as Alexander’s and Enrique’s because I had to repeat the questions to him. However, he really tried to understand the questions I asked him. He is an English learner and I was tempted to do the experiment in Spanish but I didn’t. I believe that the language disadvantage was more to blame than the cognitive development.

The BDI-2 assessed Eli in the areas of attention and memory, reasoning and academic skills, and perception and concepts. Attention and memory assessed Eli’s ability to visually and auditory attend to environmental stimuli for varying lengths of time. Reasoning and academics assessed his ability to perceive, identify, analyze and solve problems. Perception and Concepts assessed his active sensorimotor interactions with his immediate environment. For example, compares objects based on size, color, and shapes.

Brock’s cognitive development is not where it should be for his age. At eight months, I tried the object permanence test with Brock. He failed this time but in a few months he was able to understand it. At nine months, Brock began to understand a few words and was pointing to things he wanted. At twelve months, Brock clearly understood a couple of dozen words. At fifteen months, he was performing little experiments, such as throwing a ball against a wall repeatedly, varying the strength or angle and watches how the ball rebounds. At eighteen months, Brock plays make believe with cups, dolls, and toy telephones. At nineteen months, he is

In monthly vocabulary, he is doing ok. I've realized that he knows the concepts, but he gets nervous and he simply refuses to participate.

The first behavior that would be discussed is that of the cognitive domain. This cognitive area consists of brain development of the child, whether the child has healthy experiences appropriate for learning. Tyler is being exposed to a stimulating environment in the classroom that exposes him to discover and play. He has exhibited learning, thinking and problem solving skills according to Piaget’s preoperational stage of development in cognitive development of young children. In this preoperational stage that ranges between children two (2) to six (6) years old, Tyler has acquired language, he is able to listen, speak and respond. He exhibits symbolical play where he is able to pretend real objects are imaginary items. Based on the results in the checklist, (see in appendices) Tyler was able on numerous occasions during math classes to identify objects by their shapes, color and size. He is able to count, touch and name body parts and can recall the events of the day and ask questions for clarification and