Not Making Eye Contact And Not Showing Interest

For the purpose of this paper, I chose to observe my brother Matthew. He is 8 years old and currently in the third grade, with no applicable diagnosis. The setting of this observation was taken place at home on Sunday October 8th, 2017. The start time was precisely at 12:30 pm and extended for about two and a half hours, till 3 pm. The condition of the observation was fairly quiet, only my mother and I were present in the household. There were no distractions and his schedule allowed for him to stay at home due to the weather.

Parents reported a number of concerns with Lukas behaviors. To illustrate, parents reported that Lukas is verbal and he can talk in full sentences. Despite Lukas’s ability to talk, Lukas has difficulty with greeting unfamiliar people. To illustrate, when initially greeted by the clinical team Lukas made eye-contact with the clinical team and then walked away. Dad told Lukas to respond but, Lukas did not comply. According to dad, Lukas can comply, however his compliance is inconsistent. To illustrate, Lukas can comply with two-step instructions. Dad also reports

recuperate from her “nervous condition” where she is told to rest in an old nursery room with

She had become confined to bed due to her own wishes of not wanting to get up since she had become paralysed. It was also established that even though she could only feed herself using her left hand, if not encouraged she would wait for someone to perform the task. There had been occasions where her meals had gone cold and she had then refused to eat for the day.

Even though they knew from birth that something was wrong, they were shocked and relieved, simultaneously, when they received the diagnosis. Milton stated that he felt as if he was stuck in a bad dream. They began to blame each other. Once the blaming stopped, they were able to work together, focusing on what was best for Marginee`. Both parents divulged that it felt like an emotional roller coaster, vacillating between shock, relief and a host of other emotions such as, denial, anger, and depression. At this time, “Acceptance was far off”.

Sue is a respectful, caring, generous, and practical little girl. She acts as a mother figure towards her peers. Her warm demeanor allows her to play well with others. She is also patient and supportive towards her peers and teachers. However, she does not take interest in her work. During my observations, I noticed that Sue is often not on task and gets distracted easily. During centers, she would often have no idea of what to do in the center. Her partner would get frustrated at times because she could not grasp the concept of whatever the activity was about. During read-to-self she either flips through the pages of the books, plays with her hair and stare into space, or play around with whatever object she can put her hands on. As I read with her she had no connection between letters and sounds. She would

In the initial appointment, mom reported difficulties with Azizeh’s overall development, which will be probed. Playdoh was the item of interest and snack was used as a reinforcer for complying or giving the correct response. The assessment was done at the dining table and in later in Azizeh’s room. Communication was probed first. The clinical team probed greetings first. Azizeh did not respond to

She started having hallucinations with talking clocks and making it seem she could not be left alone. She then starts getting sick, loss of appetite, and nightmares. She was then sent to a children’s nursing home where “she can have the kind of food and

S is a 4th grade student who currently uses a resource room (50% of the day). Her attending teachers Thomas, Tomberlin and Wood requested for an OT consultation due to concerns about illegible handwriting and difficulty copying information from the smart board. S was observed on two separate days. She was observed in Mrs Wood classroom during language class. At the start of observation, she appeared to be able to follow classroom rules with minimal verbal prompts for attention to task. After a few minutes she demonstrated inability to sit still on chair and constantly repositioned herself. She demonstrated compulsive behavior for ensuring the words were aligned on table. She was easily distracted by other students and required redirection for attention to task. She stretched forward on table and required verbal prompts to be seated. She demonstrated ability to model positive peer behavior when she was instructed by the teacher to resume task. As we transitioned to the second

ASV, a 5 year and 2 month old, Hispanic boy who lives with father in Fresno, shows up to CHC for a scheduled well child checkup. He is accompanied by his father. ASV is observed in the waiting room, in Exam Room 5, in the hearing test room, and also in the hallway. During registration, ASV holds the father’s right arm tightly to cope with the unfamiliar environment. He seems to wonder what is happening around him.

1. Identify which types of body language could be interpreted as "negative." Types of body language could interpreted, such as your face is frowning or tight. Maybe you have a wrinkle between your brows or one of your brows is raised in annoyance or disbelief. This clearly states that you are not interested and do not have time, eye contact is in constant motion when speaking to others. Its one thing to look and watch the room but its another to constantly be focusing on everyone else instead of your client. You are distracted, and uninterested in the communication you should be participating in or that your self confidence is low, if you force a smile, its going to be transparent. In short you will be pegged a faker. Things that people will

Upon a visit from the public guardian, Ms. Long appeared very thin and the nurse states that she has developed a large necrotic bedsore on her sacrum. Ms. Long is routinely evaluated by a speech therapist. In addition to the visit, the public guardian notices Ms. Long has fluids running via IV on her left arm and that her right arm was limp. Sometimes Ms. Long would track the face of the visitors in her room but then sometimes she did not. Furthermore, Ms. Long has no verbal but slight nonverbal communication, does not make eye contact when being spoken to, no social smile or engaging with others.

There are many signs to be aware of when dating a man to let you know if he is no longer into you. When the time comes, most men do not want to tell a woman that they have been dating that they are no longer interested. Because of this, you must be aware of any signs that he may give you. Most of the signs are blatant, and other ones are more subtle. If your mate does any of the things listed below, let him go and move on to someone else. 1. He stops calling completely or not as much as he did in the beginning. If you have to initiate the calls all of the time, he probably has lost interest in you. When men are into you, they will make time to call. If your person of interest can not continue to make initial contact with you, then he 's not worth your time. 2. He does not want to spend any time with you. If weeks or months go by without going out on any dates, then he is not into you. If there is some interest there, he will make time to spend with you. Do not sit around waiting for him to make time for you. Cut your losses and meet someone else that will be happy to be in your company. 3. You only see him when he wants to sleep with you. Do not put yourself in this situation. It is best not to have sexual relations early on. If he only wants you to come over to his place or he wants to come over to your place instead of going out, he wants you only for sex. Let him go, if he exhibits this behavior. You are worth much more than this. 4. He does not have any time for you

Fleming presented issues of concern regarding Daisy’s behavior. The matter that worries her the most is the slow learning ability of Daisy, for example she hasn’t been able to name the letters of the alphabet, and this is her second year on PPCD with no academic progress. However, when instructing one on one her progress became better instead that working with the group. Ms. Fleming indicated that Daisy does not get enough sleep and is taking melatonin for more than a year. Daisy social interactions are described as positive; she likes to share, initiate contact, is cooperative and respond to others efficiently. Conversely, she cries easily, turns off for no reason, and express frustration when is not able to communicate. Although she seems to pay attention, she can lose focus

S.B. communicates with her family and other children verbally, and communicates very little or not at all with other adults. Because she is shy, she takes time to warm up to other adults and children. When she has warmed up, she carries on conversations with others and sometimes finds herself the center of attention of a group. S.B. expresses her wants and/or needs to her mother and/or father by doing something she perceives as a good thing, and then bribes her parents. Her mother states that she will often say, “If I do _________, may I please have _______?”.