The Kaufman Assessment Battery For Children (KABC)

The purpose of assessment and planning with children and young people in residential childcare is to identify their needs and abilities and then how staff can work with that child or young person and then also develop any of their needs. Planning takes into account the real needs of an individual young person, their age, likes and dislikes, goals, levels of ability etc. This is done to ensure that individual goals and targets are appropriate and fair. Young people will be most interested in activities and experiences that are designed to be relevant to them; therefore, they are able to learn more effectively.

To assess my kindergarten student I chose three assessments, the primary spelling inventory, letter/sound identification, and concepts of print. Each assessment went very well. My student showed a few weaknesses that could use improvement but he also displayed many strengths. The first assessment I administered was the primary spelling inventory. I brought in a piece of paper and a new pencil for my student to use, and when I told him he was going to get to spell some words he was eager to start. My student spelled the firsts four words correctly, and then a few errors began in words. I stopped at the twelfth word even though he wanted to continue. When I said a word he wasn’t sure on, he would sound it out to the best of his ability. My student

The Battelle Developmental Inventory – 2nd Edition (BDI-2) is psychoeducational testing instrument used in special education to assess developmental disorders in infants and young children. This paper looks into how the validity, reliability and norms for the BDI-2 were originally developed.

Cole’s mother and English teacher completed BASC II scales. The BASC II measures a student’s emotional, behavioral, and adaptive functioning. The score that is used for the scale is the T-score. The T-score indicates the distance of a score from the norm group mean. The BASC II has a mean T-score of 50 with a standard deviation of 10. Scores ranging 60 to 69 are considered to be in the At-Risk range. The T-scores that are 70+ are in the Clinically Significant range. On the Adaptive Scale portion of the BASC II, the T-Scores that are from 30 to 39 are in the At-Risk range. The T-scores that are below 29 are in the Clinically Significant range.

Relating to KABC and the KTEA, Kaufman developed a test called the KTEA-3 for children who have been classified with specific learning disabilities, intellectual challenges, or may have some type of academic deficiencies. This test was critical to ensure that every child was able to be properly assessed based on their individual needs.

The Developmental Assessment of Young Children-Second Edition (DAYC-2) is a test given to children from birth through age 5 to measure if there are any delays in the early childhood development through the five different domains: cognition, communication, social-emotional development, physical development, and adaptive behavior. This test is individually administered and is norm referenced measure of early childhood development.

List two potential problems that a nurse may discover in an assessment of each age group.

List two potential problems that a nurse may discover in an assessment of each age group.

Kayden is a four (4) year old Caucasian male currently residing in Modesto, California. Kayden was born on November 28, 2011 in Modesto, California. Kayden has not experienced any major illnesses or surgeries in lifetime, has no allergies to medication, but has seasonal pollen allergies. Kayden is on target with physical development (scoring in the ninety-five percentile for his age group per his father). Kayden’s mother and father are both very healthy, though high blood pressure and cholesterol run in his father’s family. Kayden’s mother and father both have vision issues and wear glasses so there is a possibility for vision issues, though he does not show any signs of problems currently. A strength in this area would be his family history being void of any major disease of illness, and a barrier of this could be his vision issues. These factors did not influence the developmental assessment.

|Pattern of Health Perception and|Toddlers rely on their parents for|Preschoolers now have an interest of being curious |School age children perceive health as by germ theory,|

cognitive assessment of Piaget’s cognitive development, I would create an app called “Magic helper”, this app would be designed to help toddlers ranging from the ages of 2-7 establish a cleaning routine. It will discuss the importance of having a daily routine and helping others out; which also can help the child keep track of the things they have completed. The “Magic helper” app will allow children to insert their daily routine/ current problem that needs to be completed throughout the day. The app would explain to them the options that they have and help them resolve the problem. By showing them more positive choices, they can choose from. Whether it’s having an issue brushing their teeth, picking out clothes, or having issues with their

Screening for Attention Problems. Since disruptive behaviors are easy to observe in the classroom, traditional behavior screening methods utilized in schools are often able to identify children with eternalizing problems, such as aggression and hyperactivity (McIntosh, Ty, & Miller, 2014). However, since children with internalizing behavior problems are less likely to cause classroom disruptions, it is less probable that this group of children will be identified by their teachers as needing extra behavioral supports (Kalberg, Lane, Driscoll, & Wehby, 2011).

Research indicates that there are some approaches to assessing kindergarten readiness and that prekindergarten programs help to facilitate those assessments before the start of kindergarten. It is important to understand why prekindergarten is necessary and how these programs support students to prepare students for readiness assessments in literacy skills. Attendance, and providing prekindergarten programs to low-economic status families have attributed to the success of these programs that are developing the nation.

Wechsler Intelligence Scale for Children (WISC-IV; Wechsler, 1949). This seminal intelligence scale assesses a child 's general intellectual ability across four domains, producing four corresponding index scores: (1) the Verbal Comprehension Index (VCI), (2) the Visual Spatial Index (VSI), (3) the Working Memory Index (WMI), and finally (4) the Processing Speed Index (PSI). The VCI measures verbal concept formation, specifically assessing children 's ability to listen to a question, draw upon learned information from both formal and informal education, reason through an answer, and express their thoughts aloud. An example item from this index is similarities, vocabulary, and comprehension. Next, the VSI measures non-verbal and fluid reasoning and assesses children 's ability to examine a problem, draw upon visual-motor and visual-spatial skills, organize their thoughts, create solutions, and then test them. An example item from this index is solving a 3D puzzle. The WMI measures working memory and assesses children 's ability to memorize new information, hold it in short-term memory, concentrate, and manipulate that information to produce some result or reasoning processes; an example item would be letter-number sequencing. This measure is particularly important for higher-order thinking, learning, and achievement. Finally, the PSI measures the speed of information processing and assesses children 's abilities to focus attention and quickly scan, discriminate between, and

DAP stands for developmentally appropriate practices (Kostelnik). This means that the activities exposed to the children in the classroom are not overwhelming, or too difficult, for their skill level, but they are achievable, interesting, meaningful, and worth knowing for each individual child (Olsen). The resources I will use will be relevant to the children and appropriate according to the different families they come from and the community they live in (Olsen). My future DAP classroom will be safe for all children, look desirable, and have a stimulating atmosphere (Kostelnik). I seek to build wholesome relationships with the children and their families, so they are able to feel cared for and comfortable in the classroom, helping them progress as best they can (Olsen). The children will learn through self-directed play, centers, hands-on involvement, large/small groups, and routine (Olsen). Different activities are provided for the children on a daily basis where they can make choices, use their creativity, and have opportunities that help them understand the world around them (Olsen). It is my job as the teacher to provide diverse activities, strategies and teaching layouts that focus on the development of the whole child to help each individual learn in a plethora of ways (Olsen).