Educational Report

Brigham Young University Idaho

Early Childhood Special Education Program

Demographics

Name: Wilson
School: Burton Elementary School
Grade: Preschool
Date of Birth: 1/29/13
Age: 3 years 10 months
Evaluation Dates: September 12th 2016-October 18th 2016
Report Author: Sophi Weston

Reason for Referral

Wilson was referred for a case study through a Brigham Young University-Idaho
Strategies class. He was involved in the preschool program in previous years and his
mom, Jessica Rhodes, requested that he again participate in the case study for the Fall
2016 semester. Mrs. Rhodes would like Wilson to have further intervention with
communication skills. They are seeking to get help for him in this area because Wilson
has missed this milestone in his life. They are concerned that he wont start verbally
communicating soon and fall behind the other children his age. To assess the concerns
records will be reviewed. Interviews, observations, and developmental assessment will
also be conducted.

Background

Developmental History
Wilson is developing typically in gross motor and fine motor, such as turning pages in
books and catching a ball. As far as social/emotional development, Wilson is developing
typically such as seeking out other children his age, and saying please. The only area that
Wilson struggles with is making friends in the social/emotional domain. Wilson is
developing typically in the adaptive behavior domain; he holds utensils correctly and
helps prepare meals. As far as communication development, Wilson is developmentally
delayed. Wilsons speech is sometimes difficult to understand, especially to someone that
doesnt know him well. He cries when he does not receive what he wants. He is also
unable to say his own name.

Family History
Wilson lives at home with his mother (Jessica), father (Scott), two brothers, and one
sisters. His oldest brother, Jake, is fifteen years old, his other brother, Tucker, is twelve
years old and his sister, Olivia, is ten years old. Scott works in Rexburg as a construction
manager. Jessica is a stay at home mom. Wilsons siblings attend school in the Madison
District. Both parents were raised in Rexburg and the families are active in Wilsons life.

Medical History
Wilson was born via cesarean section a week early. Wilson stopped breathing for a short
amount of time right after he was born but was revived at the hospital. After Wilson was
Page 2 of 9 Educational Report Wilson

taken home, he again stopped breathing two more times before he turned one month old.
Both times he was taken to the hospital to be revived and checked up on. Wilson has had
his hearing tested and indicated that he can hear well although his mother says he is
sensitive to loud noises. His mother also said that color blindness runs in her family, all
of her nephews have color blindness. She is concerned that Wilson may have color
blindness also but hasnt had him tested yet. Wilson received four sessions of speech
therapy here in Rexburg in May of 2016. After not seeing no indication of progress, his
mother pulled him out of speech therapy. Under Wilsons IEP eligibility, he currently
receives thirty minutes of pull out speech therapy a week at Burton Elementary.

Educational History
Wilson attended the BYU-Idaho preschool lab in the Spring of 2016. He started attending
Burton Preschool in February 2016 and is currently still enrolled. While he has attended
Burton, he has been seen by a speech pathologist and was diagnosed as developmentally
delayed.

Observations

Adaptive Behavior
Wilsons observed adaptive behavior skills are age appropriate. Wilson was observed
telling his mom that he needed to go to the bathroom multiple times. He went over to the
kitchen and helped get a bowl of cheerios out of the cabinet. When the cheerios fell on
the ground he helped pick them up and put them back in his bowl.

Cognition
Wilsons cognitive skills are age appropriate. Wilson matched a red car with the red
colored card. He also matched the green, blue, and yellow car with the corresponding
cards. When asked what the shape was on the card, Wilson correctly identified a triangle,
square, circle, and oval.

Communication
Wilsons communication skills are minimal. Wilson spoke to himself in an
unrecognizable language for the majority of the time he was observed. When asked to say
banana, he said nanna. He said open when the toys he wanted were closed between
Jessicas hands. He cried when his toy was taken away from him. He also cried when the
TV was turned off by his dad when we first arrived.

Motor
Wilsons motor skills are age appropriate. He was observed running around his house
while changing speed and direction. He also jumped with both feet. Wilson opened and
closed the door for us to come and go in. He also completed a simple puzzle.

Social/Emotional
Wilson demonstrated many social/emotional skills but not all were age appropriate.
Wilson imitated words that we spoke and asked him to say. He played cars side-by-side
Page 3 of 9 Educational Report Wilson

with Jessica. Wilson screamed when asked to share his toys. He talked to himself while
walking around the house with his toys.

Trial intervention

The trial target was for Wilson to say the word that was presented on the pictures in order
to receive that specific object. For the first picture we modeled how to say the word and
that saying the word had a reward of receiving the object. Wilson, after seeing this, was
able to say each word that corresponded with the pictures.
Our second target was for Wilson to say the action word that corresponded with the
action was required to get to the object he wanted. After verbally modeling to Wilson
how to get the object, he was able to say the action word, even ten minutes later when
prompted again.

Routine Based Interview

The routine based interview disclosed that the parents main concern is with Wilsons lack
of speech, more specifically his pronunciations or words. Wilson does say some words,
but doesnt say the whole word or creates his own sound for that particular word.
Wilsons parents want him to perform at age-level with his peers. All of Wilsons
siblings are involved greatly in his life. He spends most of his time with them once they
get home from school. His day is spent mostly with his mother but at night his father
helps with the routine.
Wilson wakes up by 9:00 each morning, on his own. He will come into the living room
and watch TV, and then have breakfast. His mother will typically make his breakfast, and
sometimes Wilson will want to help. Wilson will sometimes be given a choice of what he
wants, and he will decide. Wilson is able to feed himself using a fork or spoon during this
process, and will take his bowl to the sink when done. Wilson then has his bath time, and
has full assistance during this process. Once Wilson is done with bath time, his mother
chooses his clothes for the day, and completely dresses him without assistance from
Wilson. Once Wilson is dressed he attends Burton Elementary on Tuesday and Thursday
from 10:30-12:30, and his mother takes him. When he comes home from preschool he
usually watches television and has a snack. He is able to choose his snack due to verbal
prompting, and can get his snack independently. At 2:30 each day Wilsons siblings will
begin to come home, and he will go to sporting events if they have them, or Wilson will
play with his siblings at home. There is not a set time for dinner, but Wilson can
independently eat with his family when given his food. After dinner, they do their night
routine. There is no set time bedtime, but Wilson does have a set routine. When Wilson is
told, it is time for bed, he knows to walk to his room and put on pajamas, and he is able
to brush his teeth with assistance. Wilson will independently grab a book and get into bed
while someone reads to him. While he is being read to, Wilson is asked questions and he
will sometimes reply to them. Questions that Wilson is asked while reading include
colors and shapes, and Wilson will sometimes respond verbally or by gesturing with his
fingers. After Wilson is read to he will fall asleep on his own.
Page 4 of 9 Educational Report Wilson

During Wilsons daily routine he needs support to bathe, get dressed, and fix his meals.
Wilson is sometimes able to follow directions during his routine, and will also express his
needs when asked with 1-2 words phrases.

Tests Administered

Vineland: Vineland Adaptive Behavior Scales, second edition- The Vineland measures
the personal and social skills of individuals from birth through adulthood.
Date administered: 10/28/16

Test Results

Vineland
Raw Score Standard Score/ V- Percentile
Scaled Score
Communication - 74 4
Receptive 24 12 -
Expressive 30 8 -
Written 2 12 -
Daily Living Skills - 87 19
Personal 39 13 -
Domestic 8 14 -
Community 7 12 -
Socialization - 86 18
Interpersonal Relationships 37 12 -
Play and Leisure Time 25 13 -
Coping Skills 13 13 -
Motor Skills - 97 42
Gross 72 16 -
Fine 33 13 -
Adaptive Behavior - 83 13
Composite

In the receptive communication domain, Wilson is partially able to listen to a story for 30
minutes but cant follow instructions that was heard five minutes before. In the
expressive communication domain, Wilson is partially able to use simple words to
describe things but cant say his own name. In written communication domain, Wilson is
partially able to identify ten printed letters but cant recognize is own name. In the
personal daily living skills domain, Wilson is partially able to brush his teeth but cant
use the toilet at night. In the domestic daily living skills domain, Wilson is partially able
to uses tools but isnt careful around sharp objects. In the community daily living skills
Page 5 of 9 Educational Report Wilson

domain, Wilson is partially able to demonstrate computer skills but cant talk on the
phone with someone familiar. In the interpersonal relationship socialization domain,
Wilson is partially able to show the same level of emotion as others around him but cant
use words to express his own emotions. In the play and leisure time socialization domain,
Wilson is partially able to play informal, outdoor group games but cant share toys or
possessions without being asked. In the coping skills socialization domain, Wilson is
partially able to refrain from talking with food in his mouth but cant clean or wipe his
face and hands during or after meals. In the gross motor domain, Wilson is partially able
to ride a bike with no training wheels. In the fine motor domain, Wilson is partially able
to glue two or more pieces together but cant hold a pencil properly.

Interpretations

Adaptive Behavior
Based on testing, observation, and interviewing Wilson is functioning at an average level
for adaptive behavior. Wilson was administered one adaptive behavior assessments, the
Vineland. On the Vineland, Wilson scored the same as or above nineteen out of a
hundred children when compared to the normative. Wilson was also observed in his
home and at Burton Elementary preschool. While at home, his mother and father were
interviewed. The results from observation and interviewing were consistent with the
results received from the adaptive behavior assessment that was administered. While
Wilson does lack some adaptive behaviors, he is functioning at an average level for a
child his age.
During the interview, his mother said that she picks out his clothes and dressing him.
Wilson has been observed asking his mother for a snack by pointing and saying his word
for cheerios. He knows where the snacks are and can get them out by himself. His mother
said that he is able to eat with a fork. From observation, Wilson will tell his mother when
he needs to go to the bathroom and she will go with him to help him wipe. He will wash
his hands independently. In terms of adaptive behavior, Wilson may need assistance in
dressing himself and picking out his own clothes. Wilson may become frustrated if he
doesnt learn how to dress himself.

Wilson can consistently:

1. Go to the bathroom with assistance.
2. Use a fork to eat food.
3. Wash his hands independently.
Wilson sometimes/ with help:
1. Help clean up when asked.
2. Get a snack independently at home.
3. Brush his teeth.
Wilson has yet to:
1. Zip his own coat.
2. Pick his own clothes out.
3. Dress himself.

Cognition
Page 6 of 9 Educational Report Wilson

Based on observation and interviewing Wilson is performing at age level in cognition.

Wilson was observed in his home. While in the home his mother and father were
interviewed. The observation and interview were consistent with each other.
During observation, Wilson sorted objects by putting red cars with other red objects. He
also did this with other colors. He was also observed putting cars into rows. When
prompted to count how many cars he had, he was able to count up to five by himself.
Wilson was observed finding objects that were hidden around the house; including under
pillows/furniture and in peoples hands. In terms of cognition, Wilson may need
assistance asking questions and talking about his surroundings. Wilson will likely keep
developing at an average rate in cognition development if he continues to keep doing
what he is.

Wilson can consistently:

1. Sort objects into groups and patterns.
2. Identify simple shapes such as circles, squares, ovals, and triangles, even out of
context.
3. Listen to a fifteen-minute story.
Wilson sometimes/ with help:
1. Identify the correct color of objects when asked.
2. Match up colors and objects, ex, red block to red car.
3. Count to 5 correctly.
Wilson has yet to:
1. Talk about or question his surroundings.
2. Write letters or numbers.
3. Understand time.

Communication
Based on testing, observation, and interviewing Wilson is functioning at a below average
level for communication. Wilson was administered one communication assessments, the
Vineland. On the Vineland, Wilson scored the same as or above four out of a hundred
children when compared to the normative. Wilson was also observed in his home and at
Burton Elementary preschool. While at home, his mother and father were interviewed.
The results from observation and interviewing were consistent with the results received
from the adaptive behavior assessment that was administered.
During the initial interview with the mother, Wilson communicated his need to go to the
bathroom by holding his stomach and verbally telling his mother potty. Through
observation we found that Wilson is able to communicate using one word phrases such as
mom, dad, outside, banana, and milk. When speaking, he typically leaves out the
beginning or ending of the word. Wilson typically needs to be prompted to verbalize
unless it is nonsense words. Wilson speaks nonsense words to himself while he plays.
When Wilson becomes frustrated, he screams and cries to communicate. Through
observation we found that Wilson doesnt make eye contact when being talked to. In
terms of communication, Wilson may need assistance may need assistance in
communicating his wants and needs in a more effective way. Wilson may become
frustrated if he becomes too dependent on others to communicate for him and his
communication does not improve.
Page 7 of 9 Educational Report Wilson

Wilson can consistently:

1. Express when he needs to go to the bathroom.
2. Follow one-step tasks.
3. Shout and vocalize to gain attention.
Wilson sometimes/ with help:
1. Answer yes or no when asked a question.
2. Point with index finger.
3. Use 1-2 word phrases to express his needs and wants.
Wilson has yet to:
1. Say a complete sentence.
2. Follow three-part instruction
3. Make eye contact when being spoken to.

Motor
Based on testing, observation, and interviewing Wilson is functioning at the average level
in motor development. He was observed in the home and in the Burton Elementary
preschool. He was administered the Vineland which assesses motor development. The
Vineland is a norm-referenced test that has standard scores. Wilson scored better than
forty-two out of hundred when compared to the normative. The results from both
assessments are consistent with the interview and the observations of Wilson. In his home
and at the preschool, Wilson showed typical gross and fine motor skills. This is consistent
with what his mother said in the interview.
During observation, Wilson ran around his house changing speed and direction while he
searched for his toys. Every time we came to the door, Wilson would open the door for us
and close it went we left. He was also observed jumping up and down with both feet.
During the interview with his father, he said that Wilson can sometimes ride a bike with
no training wheels. He also said that he is able to kick and catch different sized balls.
Wilson was observed using the pincer grasp when picking up cheerios that had fallen on
the ground. In terms of gross motor, Wilson is developing at an average rate for a child
his age. In terms of fine motor, Wilson may need assistance in holding a pencil in the
proper position. Wilson will likely keep developing at an average rate in gross and fine
motor development if he continues to keep doing what he is.

Wilson can consistently:

1. Kick a ball while balancing on one foot.
2. Throw objects with his hand.
3. Walk upstairs using alternating feet.
Wilson sometimes/ with help:
1. Use a spoon without spilling.
2. Sit on riding toys and push with his feet.
3. Differentiate between when to use a pincer and palm grasp.
Wilson has yet to:
1. Use tape.
2. Hold a pencil in the proper position.
3. Make recognizable letters or numbers.
Page 8 of 9 Educational Report Wilson

Social/Emotional
Based on testing, observation, and interviewing Wilson is functioning in the average
range for social/emotional development. Wilson was administered one social/emotional
assessment, the Vineland. On the Vineland, Wilson scored the same as or better than
eighteen out of a hundred children when compared to the normative. Wilson was also
observed in him home and at Burton Elementary preschool. While at home, his mother
and father were interviewed. In his home and in the preschool, Wilson showed a few
social/emotional skills. The results from observation and interviewing were consistent
with the results received from the social/emotional assessments that was administered.
During observation, Wilson showed multiple times his ability to use his imagination
while he played. Although, he cannot ask another child to play with him, he does make
an effort to play with others. At the preschool, he was observed playing with other
children. The mother also said that Wilson plays well with his older siblings when they
get home from school. From observation and interview, Wilson is easily distracted and
has trouble focusing on one task. When he doesnt get what he wants, he cries. From the
interview, the mother said that he separates well from both her and his father. In terms of
interpersonal relationships, Wilson may need assistance in using words to express his
emotions. In terms of play and leisure time, Wilson may need assistance with sharing
toys or possessions. In terms of coping skills, Wilson may need assistance with ending a
conversation appropriately. Wilson may become frustrated if he is unable to ask someone
to play with him or express how he feels.

Wilson can consistently:

1. Play side by side with other children.
2. Use his imagination while playing.
3. Easily separate from parent.
Wilson sometimes/ with help:
1. Cry when he does not get what he wants.
2. Get easily distracted and will lose focus on tasks.
3. Attend to self-selected activities for longer than 5 minutes.
Wilson has yet to:
1. Attend to large group activities for longer than 5 minutes.
2. Ask a child to play with him.
3. Express how he feels without being asked.

Recommendations
In order to be eligible for special education a student has to have a disability, the
disability must adversely impact their education, and they must need special education.
Through interviewing, observing, and testing, Wilson is eligible for Part C services in the
home and/or in the preschool. Wilson has previously been diagnosed as developmentally
delayed. The areas of concern for Wilson, that may require intervention, are his
communication skills, his ability to accomplish task by himself, and his ability to express
his wants. The following are recommendations for Wilson in the different parts of his
life.

For the Professionals:

Page 9 of 9 Educational Report Wilson

1. Have Wilson see a speech therapist if he continues to mispronounce

common/everyday words.
2. Work with Wilson on saying his name.
3. Develop a rewards system for when Wilson communicates his wants in an
appropriate manner.
For the Parents:
1. Parallel talk with Wilson throughout the day.
2. Let Wilson pick out his clothes or give him a couple options to choose from.
3. Have Wilson help dress himself.
4. When Wilson cries for his wants, have him verbally say what he wants before you
give it to him.
5. Read with Wilson so he is exposed to more language.
6. Have Wilson go to the bathroom by himself and wipe himself.
For the Classroom:
1. Parallel talk with Wilson while he is in preschool.
2. Model for Wilson what to say when he wants another child to play with him.
3. Help Wilson hold a pencil in the correct position.

Summary
Wilson is three years and ten months old. Wilson is the youngest of four children. His
parents main concerns are that Wilson will not reach his developmental milestones in the
communication domain. When Wilson started preschool at Burton Elementary, he was
placed on an IEP and sees a speech pathologist. Wilson has developed typically in all
domain that dont require communication with others. In the trial intervention, Wilson
was able to accomplish all the tasks that we provided for him after modeling the behavior
once. Wilson as a fairly set routine in the mornings and evenings but during the day, him
and his mother play around the house and run errands as needed. Wilson and his siblings
play together when they get home from school. Wilson was administered the Vineland.
He scored in the average range for daily living skills, socialization, and motor skills
domain. However, Wilson scored below average in the communication domain. Wilsons
biggest strength is his motor skills and his biggest weakness is his communication skills.
Wilson is unable to express his wants and needs, use two-word phrases, or say his own
name. He mainly communicates with pointing, gesturing, and crying. He uses one word
phrases when prompted to. Wilson may need assistance with communicating his wants
and needs in a more effective way. To accomplish this, it is recommended that parallel
talk is used with Wilson daily, have him see a speech therapist to help him speak more
clearly, and to read to Wilson as much as possible so he is exposed to vocabulary and the
pronunciation of everyday words. It is also recommended that he continue seeing his
speech pathologist at Burton Elementary and that he receive services he is eligible for
under Part C of IDEA

Signature: ____________________________________ Date: _____________________