Psychological And Emotional Patterns Of Mr. Dynamite

Example: She says wap instead of lap. She likes to listen to stories and responds with “what’s that?” and “Why”. She uses syntax. She understands the meaning of most words. Example: Her mother said “do you love mommy” and Haper replied “yes” the mother asked “how much” and Harper replied “sixty dollars”.

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 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.

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

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).

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.

reads on a 4th grade level and functions on a 3rd grade math level. Cody has difficulty expressing

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

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?

He also understands the concept of counting and knows a few numbers. When he felt hunger, he asked to his caregiver to give him grapes and he counted how many grape he ate only using a few numbers. He was playing with toy cars which were able to connect two toy cars in one with a hook, but it was easily disconnected. After a few times of trying to connect the toys and he realized that it would happen again he went up to his caregiver and told her that it would not fit and asked for help. During meal time, his caregiver was trying to feed him balanced nutrient, but he seemed to have a habit which was eating only what he wants. Despite his caregiver mixed all the foods for avoiding his picky eating, he remained foods except what he liked to eat. He knows what is same or different even his caregiver used fake. He spoke to other friends and adults. He was able to speak with mastered some basic rules of grammar in sentences of 5-6 words. His speech was clearly enough for strangers to understand moreover when an adults asked him “Have you been to the theater?” He replies and answered a short story about his experience. He played with two girls in the play place. He picked up one of his toy car and gave it to them. He tried to explain them the toy how to play. He was also holding hands with one of his friend, brought her over to the toy house put her inside, shut the door and walked away. Once his caregiver showed him children’s TV

Motor: Posture slumped, seemed nervous, a little agitated, but held eye contact. Speech: Adequate and average. Language: Good vocabulary, normal. Attention: Adequate.

when it comes to medication management, and ways to keep track of how he is doing.

Cognitive: He is very bright for his age he is able to make full-sencte which is very important because he now able to let his mother

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.

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.