Motivation And Development Of The Client

In this particular assignment, I worked with a 20 year old female name Sabrina. While completing this assignment, I used Sabrina’s descriptive evaluations of her educational progress including; data summaries for IEP goals and objectives and an ecological inventory in the form of a parent interview was used to identify sills for assessment. On August 26, 2016, the parent interview sheet went home to her parents. The interview sheet included five questions on things that are important to Sabrina including her current skills, skills used or needed within her home environment, and what is important to her parents for her future. The parents’ preferences for Sabrina’s skills development were taken into account for her current IEP goals and objections. To complete the chart, more information was needed in a few areas. These included: 1) clarification of the type of symbols and symbol format for Sabrina’s communication; 2) an assessment in Sabrina’s current skills in the area of vocational; 3) an assessment in Sabrina’s current skills in math and money skills; 4) an

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.

___ [NAME] reports significant social and functional difficulties. She has been unable to be successful at school after being an excellent high school student. She last tried community college a year ago, would do ok for a week or two and then stop going to classes, have decrease in motivation, retreat to her bed. This has also been a pattern in terms of working.

1.4 How did you meet the child’s needs, which you have identified when completing your observations?

Share any information that may be useful in assessments made regarding the child’s needs and circumstances.

The client has had a strong support system in the past and is open to creating another one. This is strength because it demonstrates that the client is open reaching out to others in times of need and is a resiliency factor.

Throughout our lifetime we go undergo many transition, however the move from high school to the adult world is considered the most important. During this transition we are able to explore many things such as our interests, abilities, and talents. We feel more independent since we are able to set goals and make certain decisions regarding our future. When a child reach certain age, a transition plan will play an important role in his or her IEP, during the meeting this plan will develop, rationalized, and reviewed annually. The transition plan must derive from transition assessments that are proper for the student’s age as stated under the Individual with Disabilities Education Act.

First, assessments need to be conducted encompassing family history, while delving into all (cognitive, behavioral, emotional)

Tina has many roles at her workplace, for example, she does intakes, which means when they receive a referral, she calls the family and schedules an evaluation. Another job that she has is she evaluates the child who has received a referral or the family has concerns about the development of the child, she conducts the evaluation with another person either a speech therapist or occupational therapist to be able to evaluate the child more accurately. Like described in chapter 10 of “The Exceptional Child” there is standardized test which gives more information and helps create their portfolios. Some common assessment that helps see the development of the child would be like the criterion-referenced assessment or the norm-referenced assessment these are some examples of things she might use to evaluate the children when they come in for their observation. To continue, she as well does enrollment meetings. Finally, she as well serves children with a therapist with specialized training. These are many positions that she acquires but the main one is that she is a supervisor, she overlooks 7 specific people to make sure they are working

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.

She is highly qualified in dealing with children with social, emotional and behavioral issues, and follows up with Daniel’s goals.

Antonio is very loving towards his daughter Anessa and is happy she is enrolled in daycare. Antonio picks Anessa up after daycare and takes the child to his home in Somerville. Anessa spends some nights with Antonio and will at times go back with her mother at night. Antonio has appropriate space for Anessa and the home is clean and free of hazards. I have observed Anessa with Antonio and his interaction is appropriate. Antonio agreed to the Early Intervention screening and was present during the evaluation process. Michelle Sharp from the Guidance Center reported Antonio asked thoughtful and inquisitive questions and appeared to have a good understanding of things Anessa should be doing given her age of 1 year.

Then about 4 years later they moved to MN and now currently lives with her mom and dad 2 of her brothers and her 2 sister. She moved schools about 3 times when she was 4,7 and 9, and they also moved states 3 times since she was 3. She is the type of girl who is really outgoing like to try new things and hangs out with people/friends who are positive. Jasmin sometimes does get sensitive and take a lot of things to the heart she hates when someone puts something into her mouth and does not like to be wrong. She struggles in history and math but her favorite part of school for her is gym and being around her friends. She is a very positive person in and outside of school. Jasmin is not the one who gets in troubles in school she likes to respect her elders and other around her.She is a very caring person she put other people's needs before her and does not say no when people ask for things. She is very talented at spelling,dancing and rapping. She also loves to clean when she is stress, Also when she has a tough day or when something is bothering her she will sleep talk in her sleep about the things that are bugging her. Jasmin is soft hearted she can't see anyone in pain she will start to tear up and get upset. My final goal is to see if Jasmine will have a high score or a low

My case subject is Regina Holms, a second grader, from County Elementary School. Before I interviewed the subject, I received permission for her guardian. During the interview, Regina and I conversed while working on one of the seven Piagetian tasks, the volume task. During this task, Regina’s stage of development was determined.