Psychological Analysis On Ava 's Communication Skills

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

Lizzie’s mother acknowledged, “Lizzie has had difficult temperament from age 2–3, is impulsive; hyperactive and likes to take risks.”

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.

Julia’s parents reported that although they suspected that Julia could be stubborn at times, she never had problems in previous school years with the exception of repeating directions several times and has maintained exceptional grades until this

The answered each question without hesitation, while she listened intently to each question without requesting for any of the issues to be rehashed while maintaining eye contact. Her answers were short and concise, without extra verbiage; while she did not become, emotional or showed any passive or aggressive behavior. She did not either cry, weep, complaints or become sleepy throughout the

It is also pertinent that we modify our assessment techniques according to the age and developmental stage of the child patient, including the family to solidify trust and establish said therapeutic relationships (London, et al., 2017). Sophia is aged nine, Piaget philosophizes that at this age, children begin applying logic and reasoning to concrete events; and, begin to reason more accurately. We can assume that Sophia will be able to follow instructions, communicate her needs and emotions, and answer questions if we present them in an age appropriate manner (Berk,

Aiden’s overall achievement in English is pleasing. He makes thoughtful contributions to class discussions and will ask questions that elicit further information. Aiden is continuing to develop his confidence and speaking skills when presenting to the class. His use of expression has improved. However, more content and eye contact was needed. Aiden reads with high accuracy but is still developing his fluency and expression. He successfully decodes unknown words and monitors his reading to maintain understanding. When writing, Aiden increasingly attempts to produce creative texts. He has experimented with figurative language to describe actions and objects. Aiden can organise his writing using paragraphs and is continuing to build his spelling and grammar skills.

Eva has the ability to speak clearly and listen. She is able to express thoughts clearly. Eva has big vocabulary and sh uses complete sentences when she talks. Eva knows how to interact with peers and the teacher. She asks questions and answeres questions very clear. She follows directions when the teacher encourages her to clean up. I remember one time, Eva was in the math area playing with Lilly H and then the teacher said, “It’s clean up time!” Eva started to pick up the plastic nails and Eva said to Lilly H, “Lilly H, It is clean up time, you need to help” Also, Eva knows how to use the pronouns “I,” “you,” and “me” correctly. She uses appropriate verb tenses. Also, she knows the name of the colors. For example, Eva was in the Science

Emily is a 6-year-old girl referred by her pediatric psychologist because of behavioral issues. Emily’s parents have informed the analyst that her problems first arose when she

The third time I visited Vera, I started testing her understanding of object permanence. I did the same test as last time, with putting her teddy under the blanket. Right when I put the bear under the blanket, Vera reached under and retrieved the teddy. Since she was able to do that, I tried the A not B error. When I put the teddy under the first blanket, she got it. Then when I put it under the second blanket, she looked under the first blanket. This confirmed Piagets theory of the A not B error (Crosby, 108). I also noticed that Vera enjoys solitary play. If I am in the room with her and sitting on the couch, she will gladly play with her toys alone. This is not an issue at her age. If she continued this past age five or six, then it could be a red flag of something such as anxiety according to Burgess, Rubin, Cheah, and Nelson (Crosby, 489). She also responded to simple requests. For example if you asked for a high five, she would do it. When I started singing “When You’re Happy and You know it,” she could clap. The next thing I did was giving Vera her bottle, and to my surprise, she now holds the bottle with one hand. In addition, I noticed that she was eating most all-normal foods now. She had a peanut butter sandwich cut up in very small pieces.

Arianna’s test performance and emotional/social status were an area of concern due to a concern with her performance in her math class. Her personality information was gathered from a parent and a student interview, test results, and behavioral observations during the administration of her assessments. Her responses during the interview were that of a typically developing seven years old in the first grade. For example, her responses were clear and she spoke about her experiences with friends and family with passion. Arianna appears to be confident in most situations of the evaluation; for example, when she has a correct answer or she did well on a school assignment she was able to explain the events that took place for each activity. However, when she is unsure of an answer she delays or avoids responding.

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

She was proud that she was chosen for this assessment, and told her sisters that she was special for being selected. I began the assessment with the Personal – Social section of the exam and according to her mother’s report S.G. was capable of performing all the tasks except preparing cereal. S.G.’s mother informed me that although she is able to pour the cereal in a bowl, she does not allow her daughter to pour the milk due to concerns of making a mess. As I was interviewing the mother regarding S.G.’s abilities, she would also chime in, and inform me that she can do all the things I asked, and even offered to demonstrate. S.G. expressed her love for her favorite board games Hungry Hungry Hippo and Ants in the Pants, which she loves to play with her best friends and sisters. S.G. successfully passed at least three items to the left of the age line, and all the tasks in the boxes the line fell through. Because she passed we moved on to the Fine Motor – Adaptive

Eva has developed cognitive skills. She has perception to recognize the natural world. For example, Eva was playing with sand out door area. She was using plastic flowers, and some of the teacher put some real rosemary too. Eva grabed the rosemary and she asked me, “it is real?” I said, “What do you think?” She said, “Smell like it is real” I replied, “Yes you are right, it is real, it is rosemary!” Eva has the ability to memorize information. I was reading the book “The very hungry caterpillar and I was using some words in Spanish and I said, “La carapila is the caterpillar in Spanish.” Eva said, “It sounds like caterpillar” “I corrected my error and I said, “ La oruga is Caterpillar in Spanish.” La oruga means, the caterpillar in Spanish.”

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.