The Temperament Assessment Scale On Daisy And I

| * Likes to be praised * Plays along with everyone of all ages * Very calm, not too demanding * Very chatty during meal times * Gets very upset and moody when very tired while being out of house * Can be very shy or embarrassed when asked to show and tell in front of group of family or friends/teachers * No more tantrums

She rarely or hardly starts disputes with other children, throws temper tantrums, or seeks revenge when feeling picked on. She also performed within the normal range in the Impulsive-Hyperactive subscale. She rarely or hardly calls out unexpectedly, interrupts, or finds it hard to play quietly. She scored within the normal to borderline range in the Antisocial Conduct subscale. She rarely or hardly ever steals, acts dangerously before considering consequences, or destroys the possessions of

Daisy’s character is directly encouraging and patient. On page 35 it reads, “Daisy checked Donny’s assignments everyday. She sat next to him as he worked, trying to be encouraging”. This directly tells the readers how hard Daisy works to show effort into her son’s grades.

It seemed like she liked playing with others more than just playing by herself. When the little boy came over to knock the blocks over she started laughing, because she thought it was so funny. Also, when she was in her crib after she got in trouble, and the child approached her again to play she quickly stopped crying and began to play with him. Even when she was walking with the walker she wanted someone to play with her and when she started “chasing” the other child with the walker she laughed again. This shows me that she is very social and plays well with

At eight months of age my child was “easy” child in terms of Thomas and Chess’s classic temperamental categories. Instead of Ashley always wanting to play with toys or objects, she preferred people. Ashley does not mind meeting new people. By my child wanting to crawl around and explore new places, I decided to let her play freely. Even when my child was sick and at the pediatrician’s Ashley smiled to them, as well as the amount of vocalization used.

Dave is a four (4) year old preschooler, who seems to be a little bit calm but playful. The classroom is a very spacious room with various toys, furniture, books and other facilities that makes it ideal for a preschooler’s classroom. When I entered the classroom, Dave looked at me, and didn’t seem to care about my presence, as he continued with his play. Since he was the only student in the classroom, he was playing alone on a wooden table and was just preoccupied with his play.

She is oriented x3, alert and cooperative. She has fair short-term and intermediate memory, good long-term memory. Normal attention and concentration. Normal language. Normal fund of knowledge.

She is oriented x3, alert and cooperative. Good short-term, long-term and intermediate memory. No aphasia. Normal fund of knowledge. Normal attention and concentration.

I noticed each time that I observed Addie she wanted to do art first, you can tell it is her favorite. She always took her time during these art projects and was very enthusiastic when creating them. Another personality trait I noticed was that she is not a follower but a leader. She always did what she wanted to do and never changed stations when her friends did. Addie was so happy with her painting, filling up the entire canvas that she said to the teacher “we are almost done come see.” Addie spent the most time at the art station and held the longest attention span out of the three children I observed. She never moved back and forth between different activities during short periods of time. I did notice Addie wanted the attention from the

She is a quiet and friendly member of our class but is frequently shy and guarded. As a result, Charlee has made a few close friends who she usually talks to and plays with. Charlee now enjoys working with peers in a small group and is able to share and cooperate, often thoughtfully listening to others. She enjoys any activities that involve creativity and imagination. She is a hands on learner and is an enthusiastic participant in play. Charlee’s fine motor skills are developing and she is able to use scissors to cut in a straight line, although she does rush through activities she has minimal interest in, sometimes causing a messy result. Charlee has made a fantastic start to kindergarten and I look forward to seeing her focus and independence grow in the coming semester. To assist Charlee’s learning at home, I suggest encouraging Charlee to 'have a go' at new

I first became familiar with the Keirsey Temperament Sorter when taking a psychology class last semester. After recently discussing the Barnum effect in that class, I was skeptical to review the results that may just give vague, general descriptions that could fit anyone. I didn't want to read to much into my temperament style description and let it control my actions and beliefs. However, after receiving my results and reviewing the material, I found that the assessment is very accurate and I could connect specifically to many of the descriptions presented. It even helped explain why I wanted to become a teacher. In addition to taking the Keirsey Temperament Sorter then, I also completed it three other times over the summer as part of my final

are almost finished now. The teacher carry her give her a big hug. When I was observed outside play

Then list 3 characteristics of SPD, that are present in your child. Include functional or behavioral information as examples of the disorder.

Based on direct observation, Azizeh displayed several maladpative behaviors throughout the assessment. She engaged in hand flapping three times, rubbed her hair rapidly 12 times, and verbally stimmed six times. She engages in these behaviors in front of people and/or when presented with demand. She displayed no tantrum behaviors (i.e. she will throw herself on the floor, cry, and scream). She ran off/eloped into the kitchen to get a snack when given a demand. She eloped and/or attempted to elope seven times. She either ran towards the family room, upstairs, or the kitchen and laughed and smiled when she ran to family room. Daily living skills and socialization where probed next. Based on direct observation, she did not wipe her mouth when eating and she needed reminders/prompts to clean up two out of five times. In regards to socialization, she was observed to engage in parallel play with the clinical team and her sister. However, her sister was observed to hit her when she wanted a preferred item (i.e. iPad).

Temperament is defined as the features of your personality that are present at birth and have a genetic/biological basis. Your temperament, or basic disposition, interacts with environmental influences to create your personality (Salters-Pedneault, 2010). Temperament is a behavioral style that shows the how of behavior, rather than the what or why. Temperamental differences are present at birth; they influence how children behave toward individuals and objects in their environments and how they are affected by the environment (Behavioral-Development Initiatives, 1996-2012). Temperament originates in genes and