Sample Observation Esaay

1301 31ST ST SE apartment #5 in the City of Auburn, King Co, WA. Dispatch

Sam is an adopted child. Quite early on his adoptive parents had concerns about his speech and language. They noticed he uses very few single words and is very reluctant to communicate with anyone. Initially they thought he is feeling shy or taking time to adjust to new environment but Sam started having more tantrums. They were worried about his communication and ability to cope at nursery school. He was referred to the Speech and Language Therapy Service when he was two years old.

    Jeffrey St.James, a 6-year-old male, was referred by his first grade teacher, Miss Mary, for intervention evaluation. Miss Mary identifies Jeffery as having developmental milestones that are delayed. After completing a screening, a service coordinator from the public health department informed his mother, Camille, that Jeffery has a moderate delay in his communication skills and further evaluation was needed.

This behavior has significantly decreased throughout the year. During Language Arts, Jayden…… Jayden is able to take turns with his peers, but he will frequently ask if it is his turn and occasionally becomes impatient when waiting. When Jayden is asked to share materials with his peers, if there is an item he wants, he will grab it quickly off of the table before others have a chance to get it. There are also times when Jayden will take materials such as books, out of other students hands. When Jayden is asked to identify facial expressions, he is able to consistently identify sad and happy. When he is asked what makes him feel the above emotions, he is not able to answer the question. When Jayden is given unstructured time, he will choose an activity such as playing basketball or hitting a balloon back and forth with an adult or a peer. When Jayden is starting a new task and is asked to gather materials, he needs 1-2 verbal prompts to do so. He will also watch what his peers are doing and follow along. With adult support, Jayden is able to work to completion on a task. When completing a task independently, Jayden seeks adult

The final toddler, Mick, presented developmental delays in all areas. Unlike the other two participants, Mick had cognitive delay as well as being mildly delayed with receptive vocabulary and severely delayed with expressive vocabulary. He could not make more than two or three word sentences, and primary means of communication was gesturing and a photo

First grader Scott has exhibited behaviors of a suspected disability. With the receipt of written parental consent the evaluation process can begin. Under the obligations of Child Find specific procedures must be followed under state and federal law. Scott will be assigned a Multidisciplinary Evaluation Team (MET) is to evaluate the “five domains of development: “cognitive development, physical development, communication, social-emotional development, and adaptive development”. This comprehensive evaluation is to determine if Scott indeed has a disability or have a lag in development.

If I were Sam’s teacher I would need to make sure to have a structured routine set in place and provide clear, concrete verbal and visual directions. I would give directions one step at a time. Also, I would also arrange for Sam to receive occupational therapy for his gross and fine motor deficiency. I would also closely monitor Sam’s progress and percentage of time he spent in the general education setting and grant him more time in accordance with his progress.

The current case study was done on a second grade boy that I will be calling “Josh”. Right away, I noticed Josh in the class I was observing because he was the only student who was staring into space almost every time I glanced at him. It was a rare occasion to see him even remotely interested in the project he was supposed to be doing. This peculiar, preoccupied little boy caught my attention, and as I spent more time in the classroom, I found myself wondering how I might work with a student like this in a classroom of my own. It was then I realized he would make a perfect candidate for this assignment.

Every child develops all aspects of development at different rates; this is the same for speech and language development. Some children will enter early years settings with a high level of communication, however some children may start early years with very little or no speech at all. This could be because of an underlying speech and language impairment/delay or that the child is developing at a much slower rate than his peers. It is paramount to keep in close contact with the child’s parents/carers to fully understand the child’s needs, and to understand if any additional support is in place or weather the parents would like some help with understanding the development with their child.

Jeremiah made slight progress with improving his interactions at home, as indicated by Jeremiah being able to complete the tracking sheet with IIH staff; however, Jeremiah is not practicing the pre-problem solving skills at

This case study focuses on B. a three year old boy, who lives in northern Westchester. B. is a healthy child that seems to be developing appropriately for his age in many areas. However, he seems to be a little behind in a few other areas; Yet there are just minor delays, nothing too significant. This study compiles observations of B.’s physical, language, cognitive, social, and emotional development.

Justin Unger is a sweet five-year-old male who is currently enrolled in kindergarten at Southwoods Elementary School. He was referred to occupational therapy by his teacher due to difficulty with recognizing and writing letters and numbers and completing fine motor activities. He was pulled from his classroom and evaluated using the Printing Performance School Readiness Test (PPSRT) and the Visual-Motor Integration assessment (VMI). Clinical observation was used to assess Justin’s actions and behaviors within the classroom and on the playground.

Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering

He appears to get along well with others and socially engages with his peers in an appropriate manner. Teachers are concerned with his lack of grade-level reading and writing skills as they set him apart from his peers and make it difficult for him to keep up with the pace of the general education class. Teachers are also very concerned with Nate’s inability to focus and stay on-task in the classroom, during large group instruction, small group activities, and independent work time.

Thomas was born on November 11th 2010 and has been early/ on track with his language development from day one. Around two to three months, Thomas began babbling and spoke his first word at ten months. By eighteen months, Thomas started combining two words and spoke in sentence at around two years old. Thomas’ speech has been progressing and has been accurate to the point where his parents are not worried about his speech or language development. Thomas can understand what is being said to him although sometimes he can sound a little nasally when he communicates with others or just to his parents. At the Montessori School in Fort Worth, Thomas was tested for his speech and language in the spring of 2015. After his testing he did not need to