She does show weaknesses in Working Memory, Passage Comprehension and Math Fluency. These results are supported by her teacher’s since they have reported that she works more slowly than most students on math assignments and has difficulty decoding words and with fluency in reading.
Trey currently attends a UPK magnet program at Henry Barnard Early Childhood Center. According to Trey’s mother he’s a typical normal four old child. As of now he shows no signs of having a learning disability or any behavioral problems. Trey’s mother indicated that according to his teacher, he communicates well with the other students in the class. He would initiate conversation, and is very verbally
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.
Before his diagnosis he would demand attention, he would do this by talking out of turn and just wandering around the classroom. He also would find it hard to follow instructions especially if they are presented in a list. Note taking or writing tasks he found more difficult as he lacked fine motor control, so found it hard to read his own writing and would struggle with lower case b’s and d’s (he would get them mixed up). During group tasks he wouldn’t contribute and would often prevent the rest of his group from completing the task. YP1 also had minor speech, language and communication needs, sometimes he would try and say everything that came into his head before he organised his thoughts so what he was saying didn’t make sense, or struggle
The results suggest that Alden has very low academic abilities across all areas. He demonstrated some academic skills, but performed much lower that would be expected given in his age. Also, Conners Third Edition provides a measure of a child’s behavior. Teacher reports suggest difficulties with attention, learning problems, executive functioning problems, hyperactivity, and peer relation problems. Alden’s teachers are also concerned about his educational progress and ability to organize and plan ahead.
MB has a 8th grade level for reading but is at an 5th level for writing. His sentence He was not able to grasp the more complicated, abstract math. He has difficulties with money and measurements.
Cognitive—did the child participate in problem solving, creativity, and/or interpretation of events, did the child demonstrate the ability to store and retrieve information in memory?
ASV physically, cognitively, and socially develops appropriate to his age. He is in initiative vs guilt stage, and is willing to learn. He plays associatively, and enjoys pretend
Under cognitive 4-5 year level she was able to recognize four to six colors, match pictures and familiar objects, has an extended attention span but when not challenged but has a tendency to move around more when bored. Has understanding of time can talk about yesterday and last week. Madeline was able to tell me information about her sister and was able to communicate to me that she is in school and arrives at the child care facility after school and that her mother picks them up. Madeline had some skill levels that reached the age group of 5-6 she is able to recite her alphabet and count numbers unassisted. Madeline does have an extended attention span but when she becomes bored she shows signs of not being able to ignore the distractions around her.
He has become calmer than before in the past few months especially since the day he has started the kindergarten. He has been in physical conflict with one of his classmate. He has been experiencing several changes and loss in his life since three years ago. He lost one of his favorite uncles who did a lot of babysitting for me before their immigration to The United States. Then, his parents had lots of struggle and eventually they got divorced and he started seeing nightmares. Based on Piaget stages of development, he is in preoperational stage in which he is able to think about things symbolically. Hi use of language is mature, especially in Farsi, his use of vocabulary is a way above his age. His memory and imagination has developed appropriate to his age, he could understand and recognize the differences between past events, which were mostly about when he was in Iran and the future events which mostly was about asking his parents to get back together. However, his thinking wasn’t completely logical and he couldn’t yet grasp the complexity of his parents’
He was slower than the other children to go to the other centers. He was very intrigued to touch the paints with his bare hands. He will try to speak to the other students and the teacher but they were having hard times understanding him. He would play alone most of the times
Motor: Posture slumped, seemed nervous, a little agitated, but held eye contact. Speech: Adequate and average. Language: Good vocabulary, normal. Attention: Adequate.